THE EFFECTS OF ORGANIZING LEARNING ACTIVITIES ON REALISTIC MATHEMATICS EDUCATION (RME) TO MATHEMATICAL PROBLEM SOLVING ABILITY ON FUNDAMENTAL COUNTING PRINCIPLE OF MATHAYOMSUKSA FIVE STUDENTS

Abstract

The objectives of this research were 1) to study guidelines of learning activities organized according to Realistic Mathematics Education (RME) for teaching and learning development on fundamental counting principle and 2) to study mathematical problem solving ability of mathayomsuksa five students on fundamental counting principle by organizing learning activities on Realistic Mathematics Education (RME). The sample of this research consisted of 39 mathayomsuksa five students of one classroom who were studying in the second semester of the academic year 2023, at Saohai “Wimolwitthayanukul” School. The instruments used in this research consisted of 7 mathematics lesson plans and mathematical problem solving ability test on fundamental counting principle. The data was analyzed in terms of percentage, mean, standard deviation, and t-test statistic. The results of the study showed that 1) guidelines of learning activities organized according to Realistic Mathematics Education (RME) for teaching and learning development on fundamental counting principle, they were as follows:
(1) The instructional design of learning activities should be used in conjunction with questions. The teachers give advice on how to solve problems and students exchange ideas about how to solve problems. (2) Selecting a problem situation should select an interesting problem situation that is consistent with the real-life context. Students were easily access and not far away.
(3) Organizing learning activities in pairs or small groups which unsorted learning abilities of students. Students were able to brainstorm ideas and exchange knowledge to promote collaboration skills and communication. (4) Questions should be used clearly language and easy to understand. yeachers should arrange the sequence of questions in order to make students, systematic thinking. The relation between the problem solving steps and lead to the correct answer. (5) The classroom atmosphere should be a learning atmosphere which students feel relaxed, freedom of thought, and decide on several ways to solve the problem. (6) Design of practice documents, problems should use language that is clear, easy to understand, not too difficult or too easy and the number of questions should be consistent with the time period specified by the teacher.
(7) Measurement and assessment of learning outcomes are various and suitable for the learning behavior of the students that need to be measured and 2) students were able to solve mathematical problem ability on fundamental counting principle after using the learning management based on Realistic Mathematics Education (RME) were higher than 60 percent with statistical significant at level .05.