# Enhancing Grade 10 Students’ Problem Solving Ability in Basic Knowledge on Analytical Geometry Flipped Classroom

## Abstract

The paper aimed to examine Grade 10 students’ problem solving in basic knowledge on analytical geometry through the analytic geometry flipped classroom. The participants included 36 Grade 10 students who were studying in geometry flipped classroom at Khon Kaen University Demonstration School in academic year of 2019. Methodology regarded mixed methods. The intervention provided two weeks of the basic knowledge on analytical geometry flipped classroom that was one of three sub-unit of the analytic geometry flipped classroom. Students’ problem solving in basic knowledge on analytical geometry was collected when they performed on three tasks of the PBAG. The PBAG students’ responses were analyzed based the problem-solving scoring rubric that adapted from Charles et.al. (1987). The finding revealed that majority of students held excellent level of holistic assessment for problem solving on analytic geometry. Most of students held the excellent problem-solving ability for three tasks. These included 1) finding the distance between two points and find the center of segment line, 2) finding the area of the given polygon, and finding the distance between two points and find the center of segment line, and 3) finding the midpoint, the projection of the set point, distance between two points and center the segment line.

## Article Details

How to Cite
Suanse, K. ., & Yuenyong, C. (2023). Enhancing Grade 10 Students’ Problem Solving Ability in Basic Knowledge on Analytical Geometry Flipped Classroom. Asia Research Network Journal of Education, 3(1), 13–24. Retrieved from https://so05.tci-thaijo.org/index.php/arnje/article/view/264864
Section
Research Article

## References

Amadeo, M. (2018). Textbooks revealing the development of a concept—the case of the number line in the analytic geometry (1708–1829). ZDM, 50:907–920

Atiyah, M. (2001). Mathematics in the 20th century. American Mathematical Monthly, 108(7), 654–666.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: Internal Society for Technology in Education.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1–18). Retrieved March 16, 2016, from https ://www.asee.org/publi c/confe rence s/20/paper s/6219/view.

Charles, R., Lester, F. and O'Daffer, P. (1987) How to Evaluate Progress in Problem Solving. Reston, VA: National Council of Teachers of Mathematics.

Cheng, L., Ritzhaupt, A. D., Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta‑analysis. Education Tech Research Dev, 67:793–824

Ebal Jr, C.D. Luga, M.J.F., Flores, M.R.O., Zabala, D.J.P. Buan, A.T., and Yuenyong, C. (2019). Linear Equations in Two Variables STEM Education Learning Activities: Developing the Household Power Consumption Calculator App. Journal of Physics: Conference Series, 1340 (1), 012048

Jackaria, P.M., Buan, A., Yuenyong, C. (2019). Students’ Performance in Context–Based Lessons in Mathematics Classroom. Journal of Physics: Conference Series, 1340 (1), 012047

Jones, K. and Fujita, T. (2013) Interpretations of National Curricula: the case of geometry in textbooks from England and Japan. ZDM Mathematics Education, 45:671–683

Mariotti, M., and Balacheff, N. (2008). Introduction to the special issue on didactical and epistemological perspectives on mathematical proof. ZDM International Journal on Mathematics Education, 40(3), 341–344.

Mayer, R. E., and Wittrock, R. C. (2006). Problem solving. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed.), (pp. 287-304). Mahwah, NJ: Erlbaum.

National Council of Teachers of Mathematics.(1991). Curriculum and evaluation standards for school mathematics. Geometry from multiple perspectives: Addenda Series, Grades 9–12. Reston, Virginia: National Council of Teachers of Mathematics.

Schoenfeld, A. H. (1985). Mathematical problem solving. London: Academic Press.

Setthaphongsakorn, S., and Yuenyong, C. (2019). Developing Ellipse Properties Learning Unit with Computer Assisted Learning through GeoGebra software for Thai High School Students. Journal of Physics: Conference Series, 1340 (1), 012051

Sinclair, N. (2008). The history of the geometry curriculum in the United States. Charlotte: Information Age Publishing.

Suanse, K and Yuenyong C. (2021). Development of the analytic geometry flipped classroom teaching model through Google Classroom. Journal of Physics: Conference Series, 1835 (1), 012077

Usiskin, Z. (1987). Resolving the continuing dilemmas in school geometry. In M. M. Lindquist & A. P. Shulte (Eds.), Learning and teaching geometry, K-12 (pp. 17–31). Reston: NCTM.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2009). Elementary and middle school mathematics:Teaching developmentally (7th ed.). Boston, MA: Allyn & Bacon/Merill.

Villani, V., et al. (1994) Perspectives on the teaching of geometry for the 21st century (discussion document for an ICMI Study). L’Enseignement Mathematique, 40(3–4), 345–357.

Woranetsudathip, N, Yuenyong, C, and Nguyen, TT (2021). The innovative lesson study for enhancing students’ mathematical ideas about addition and subtraction through open approach. Journal of Physics: Conference Series 1835 (1), 012061