DEVELOPMENT OF LEARNING ACTIVITIES USING MATHEMATICAL MODELING FROM REAL-LIFE SITUATIONS TO PROMOTE METACOGNITION OF PRATHOMSUKSA 3 STUDENTS

Abstract

The purposes of this research were to 1) develop learning activities using mathematical modeling from real-life situations on the topic of Money and Income-Expense Records for Prathomsuksa 3 students to meet the efficiency criteria of 70/70, 2) study students' metacognition levels, and 3) study their mathematical modeling abilities. The sample consisted of 41 Prathomsuksa 3/5 students, selected through cluster sampling. Research instruments included 10 lesson plans utilizing mathematical modeling based on real life situations, a self-report questionnaire, a mathematical modeling ability test and a semi-structured interview form. Data were analyzed using percentages, means, standard deviations, written task analysis and analytical description.

The results revealed that 1) The learning activities had an efficiency of 76.19/79.82, higher than the established 70/70 criteria, consisted of 4 steps: exploring and understanding the problem situation, applying mathematical knowledge or processes, comparing and verifying with real data and interpreting the meaning and describing or explaining the answer to the problem. 2) Metacognition levels were categorized into high, moderate, and low. Students with a high level accounted for 34.15%, while those with moderate and low levels accounted for 51.22% and 14.63%, respectively. When classified by components, it was found that the majority of the students were at a high level in the aspect of metacognitive knowledge, accounting for 48.78%. In terms of self-regulation and awareness of the thinking process, the majority were at a moderate level, accounting for 43.90% and 48.78%, respectively. 3) The average score for mathematical modeling ability was 3.87 out of 5. Specifically, 44.71% of the students demonstrated ability at Level 4, followed by 34.15% at Level 3 and 21.14% at Level 5, with no students at Levels 0 to 2.