THE EFFECTS OF LEARNING ACTIVITIES USING INQUIRY AND REFLECTION WITH THE GEOGEBRA ON MATHEMATICAL CONCEPTUAL KNOWLEDGE GRAPH OF QUADRATIC FUNCTION OF NINTH GRADE STUDENTS
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Abstract
The purposes of this research were 1) to compare the students’ mathematical concepts on the graph of a quadratic function of ninth grade students after learning using inquiry and reflection with GeoGebra with 70 percent criteria and 2) to study guidelines for learning activities using inquiry and reflection with GeoGebra to promote mathematical concepts. The samples for this research consisted of 36 ninth grade students from a large school in Nonthaburi province selected through Cluster Random sampling. The research instruments used in the study consisted of 7 lesson plans for learning activities using inquiry and reflection with GeoGebra on graphs of quadratic functions and a test of mathematical concepts. The statistics for data analysis were mean, percentage, standard deviation, and t-test for one sample. The research results revealed that 1) the mathematical concept on the graph of a quadratic function of ninth grade students after learning using inquiry and reflection with GeoGebra was significantly higher than the 70 percent criteria with statistically significant at .05 level, and 2) the guidelines for learning activities by inquiry and reflection with GeoGebra on the graph of a quadratic function included using observational questions, practicing group activities, and reflecting with GeoGebra, which emphasized conceptualization and promoted students to reflect on their own ideas and connect information from their prior knowledge to create new concepts.
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