EFFECTS OF ORGANIZING MATHEMATICS LEARNING ACTIVITIES BASED ON CONCEPTUAL CHANGE APPROACH ON MATHEMATICAL REASONING ABILITY
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Abstract
This research article aimed to: 1) compare the students' mathematical reasoning ability before and after receiving mathematics learning activities based on the conceptual change approach; 2) compare the students' mathematical reasoning ability after receiving mathematics learning activities based on the conceptual change approach with the 60 percent criterion; and 3) study the progression of students' mathematical reasoning ability during the experiment. The sample consisted of 30 Grade 11 students from an extra-large secondary school in Chai Nat province, selected by purposive sampling. The students were in a mixed-ability classroom. The experiment was conducted over a period of 4 weeks, totaling 12 periods. This study utilized a quasi-experimental research design. The research instruments included mathematics lesson plans based on the conceptual change approach, mathematical reasoning ability tests (the pretest reliability was 0.75 and the posttest reliability was 0.76), activity sheets, and an interview form. The data were analyzed using arithmetic mean, standard deviation, dependent samples t-test, one-sample t-test, and content analysis. The research findings revealed that: 1) the students' mathematical reasoning ability after the intervention was higher than before the intervention at a statistical significance level of .05; 2) the students' mathematical reasoning ability after the intervention was higher than the 60 percent criterion at a statistical significance level of .05; and 3) the progression of students' mathematical reasoning ability improved in a positive direction. The students were able to explain and draw conclusions regarding relationships from the given situations, as well as logically provide reasons to support or argue against the conclusions.
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