IMPLEMENTING MATHEMATICAL MODELING ACTIVITIES TO ENHANCE MATHEMATICAL PROBLEM-SOLVING AND REPRESENTATION ABILITIES IN STATISTICS (2) FOR GRADE 8 STUDENTS
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Abstract
This action research aimed to study the instructional approaches and the effects of implementing mathematical modeling learning activities to promote mathematical problem-solving and representation abilities on the topic of Statistics (2) for Grade 8 students. The target group consisted of 39 Grade 8 students from an extra-large secondary school in Kamphaeng Phet Province. The research instruments included lesson plans, reflective learning logs, activity sheets, and test of mathematical problem-solving and representation abilities. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using descriptive statistics. The research findings revealed that: 1) The instructional approaches used in the mathematical modeling learning activities focused on the following Keys: 1.1) utilizing real-life situations to facilitate easier problem understanding; 1.2) employing scaffolding questions to clearly enhance problem analysis; 1.3) emphasizing data verification to ensure accurate and reasonable solutions; and 1.4) creating a supportive atmosphere with appropriate opportunities to boost students’ confidence in presentations. 2) Students demonstrated a clear improvement in both mathematical problem-solving and representation abilities. During the learning process through activity sheets, the majority of students performed at Levels 2 and 3, whereas, after the learning intervention, the results from the test to Level 3. The sub-component with the highest score was understanding the problem, followed by planning and selecting problem-solving strategies, summarizing the answer, and carrying out the plan and applying problem-solving strategies, respectively. Regarding mathematical representation ability, results were consistent during and after the learning process, with most students achieving Level 4. The highest proficiency was found in verbal representation, followed by visual and symbolic representations, respectively.
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