Instructional Development of Learning Management using Mathematical Models to Promote the Ability to Discussion Mathematics on Length Measurement for Grade 3 Students

Abstract

The objectives of this research are to 1) study learning management methods using mathematical models that promote mathematical discussion ability on length measurement. For Grade 3 students 2) Examine the mathematical discussion abilities of Grade 3 students who have undergone learning management through the application of mathematical models. The research participants are Grade 3 students in Semester 2, academic year 2023, from a small school in Phetchabun province, consisting of one room and six students, who were selected through a purposive selection process. The criteria for selection were students who were studying in Grade 3, Semester 2, academic year 2023. The research tools were learning management plans using mathematical models. Subject: Measuring length, 3 plans, reflection form on learning activities, activity sheet, mathematical discussion observation form, and ability test. The mathematical discussion, consisting of four items, was subjective and had a consistency index ranging from 0.67 to 1.00. Each test item has a difficulty value ranging from 0.50 to 0.75 and a discriminatory power value from 0.47 to 0.67, while the entire test has a reliability value of 0.80. Data were analyzed using content analysis. Thematic scoring and triangulation. The research results indicated that learning management methods using mathematical models can promote the ability to discuss mathematics. There is an issue that should be emphasized: designing real-life problem situations that are close to one's heart. It provides various problem-solving methods for students to engage in mathematical discussions. Thought-provoking questions are used to lead to brainstorming and collaborative discussion. Exchange knowledge to find solutions to problems. Mathematical concepts are being applied. Present the situational results to establish a connection with the learning management goals. 2) The students developed their mathematical discussion skills through the use of mathematical models during the learning management process. Most of the students demonstrated an excellent ability to discuss mathematics in all four elements, but after completing their studies, they took a test to assess their discussion skills. The results indicated that the majority of students excelled in both areas. The three components involve 1) presenting ideas and providing reasons to support them. 2) Provide evidence to support ideas. 3) Argue against ideas. Differentiate and provide reasons to support the argument. However, the majority of students possess strong skills in this field. 4) Providing reasons to support the concept of other people.