Relevant bibliographies by topics / Mathematics Study and teaching Thailand

Academic literature on the topic 'Mathematics Study and teaching Thailand'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Mathematics Study and teaching Thailand.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Mathematics Study and teaching Thailand"

1

Nuangchalerm, Prasart, and Veena Prachagool. "Quality Evaluation of Theses in Teaching Science and Mathematics Program." Journal of Educational Issues 7, no. 2 (December 12, 2021): 383. http://dx.doi.org/10.5296/jei.v7i2.19140.

Full text
Abstract:
This study aimed to study quality of theses of master education program in teaching science and mathematics, Mahasarakham University, Thailand which conducted and published during 2016-2019. A 37 theses were studied through systematic approach. Data were collected by 24 questionnaires of theses analysis anecdotal. Mean, standard deviation, and percentage were employed. Results showed that most of thesis focus on action research due to the school contexts. Teaching strategies or innovation which employed are problem-based learning, inquiry-based learning, STEM education and other trending approaches. All of informants or samples are studying in high school level. Overall of quality of thesis can be considered in at good level. The finding is useful for program development and shaping research area for graduate students in the future.
APA, Harvard, Vancouver, ISO, and other styles
2

Adulyasas, Lilla. "The Use of Learning Community Incorporating with Lesson Study in Teaching and Learning Mathematics through TPACK and SAMR Model: The Effects on Students’ Mathematics Achievement." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1708–11. http://dx.doi.org/10.17762/pae.v58i1.971.

Full text
Abstract:
The challenge of 21st century education in technological era is to develop effective tools for teaching and learning. This research aimed to (i) use learning community incorporating with lesson study for developing patterns in integrated teaching of mathematics with the use of technology based on TPACK and SAMR Model and determine pre-service teachers’ levels of technology integration in their teaching, (ii) examine the effects of the integrated teaching on students’ achievement, (iii) determine students’ learning retention, and (iv) measure students’ level of satisfaction towards learning. Participants included four pre-service teachers in mathematics education program, Yala Rajabhat University, Thailand who had teaching practicum in 2018 academic year. Samples are 117 secondary students of four intact classes at Satree Yala School whom were selected by purposive sampling based on teaching responsibilities of the four pre-service teachers. The researcher employed quasi-experimental research design for conducting this study. Content analysis was used to examine levels of technology integration among the pre-service teachers while pair sample t-test was used to determine students’ achievement and their learning retention. Moreover, descriptive statistics were used to find their level of satisfaction towards learning. Finding revealed that the pre-service teachers utilized technology in their teaching based on the concept of TPACK with a level four of technology integration in SAMR Model which is the highest level. Moreover, the students’ posttest mean scores were significantly greater than pretest at the significant level of 0.05 in all target contents, the students had learning retention, and showed their satisfaction towards learning.
APA, Harvard, Vancouver, ISO, and other styles
3

Manmai, Thong-oon, Maitree Inprasitha, Narumon Changsri, and Auijit Pattanajak. "Development of Reasoning Habits Through Lesson Study and Open Approach Teaching Practices." International Educational Research 3, no. 2 (June 22, 2020): p29. http://dx.doi.org/10.30560/ier.v3n2p29.

Full text
Abstract:
This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6th-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and students’ worksheets. Data were analyzed using content analysis and categorizing the students’ reasoning habits according to the National Council of Teachers of Mathematics’ framework. The results revealed that students can analyze a problem situation by making reasoning conjectures, applying previously learned concepts, seeking patterns and relationships as well as making representations. Besides, they can also implement a strategy by using mathematical operations to solve problems. Moreover, students can seek and use connections to discover the linkage between how to solve the problems differently and identify the relationship of the approach used to get the same answer. Finally, the students can reflect on a solution as they can find different ways to solve the problems after considering the reasonableness of a solution, interpret a solution, justifying reasons to support or validate how to solve the problems, as well as generalize a solution. The overall results are successfully contributed to the importance of lesson study and open approach teaching practices in terms of enhancing 6th-Grade students’ reasoning habits.
APA, Harvard, Vancouver, ISO, and other styles
4

Chaona, Sirirat, Maitree Inprasitha, Narumon Changsri, and Kiat Sangaroon. "Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies." International Educational Research 4, no. 1 (June 20, 2021): p55. http://dx.doi.org/10.30560/ier.v4n1p55.

Full text
Abstract:
This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.
APA, Harvard, Vancouver, ISO, and other styles
5

Thinwiangthong, Sampan, Colleen M. Eddy, and MaitreeInprasitha MaitreeInprasitha. "MATHEMATICS TEACHERS’ ABILITIES IN DEVELOPING FORMATIVE ASSESSMENT AFTER THE INTRODUCTION OF LESSON STUDY AND OPEN APPROACH INNOVATIONS." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 101–32. http://dx.doi.org/10.32890/mjli2020.17.1.5.

Full text
Abstract:
Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning. Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.
APA, Harvard, Vancouver, ISO, and other styles
6

Ngiamsunthorn, Parinya Sa. "Promoting creative thinking for gifted students in undergraduate mathematics." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (February 28, 2020): 13–25. http://dx.doi.org/10.23917/jramathedu.v5i1.9675.

Full text
Abstract:
Gifted students need a form of special education through extracurricular and learning experiences because they have extraordinary potential in terms of intelligence, creativity, social and mentality, compared to other students. This study aims to investigate various teaching and learning approaches designed for gifted students, and to constitute appropriate techniques that enhance their creative thinking in mathematics. The participants of this study were first-year gifted students enrolled in fundamental mathematics courses towards their undergraduate engineering programs at a science and technology-based university in Thailand. This study discovered that an adequate use of challenge-based learning, problem solving process, project-based learning, well-designed questions and in-depth learning style in the classroom effectively fostered their insightful and creative thought. Moreover, an online tool such as Facebook could be used as a learning platform outside the classroom to engage them in online discussion and collaboration and to challenge their thinking. Ultimately, based on students’ feedbacks and evaluation, this study found that a combination of these techniques and methods built up a more comfortable and motivating atmosphere that helped them for creative thinking and corresponded to their needs and satisfaction.
APA, Harvard, Vancouver, ISO, and other styles
7

Lay, Yoon Fah, and Murugan Rajoo. "AFFECTIVE FACTORS CONTRIBUTING TO SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1107–25. http://dx.doi.org/10.33225/pec/20.78.1107.

Full text
Abstract:
Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: TIMSS, comparative study, affective factors, science achievement
APA, Harvard, Vancouver, ISO, and other styles
8

Nonghanpitak, Prapaporn, Wannatida Yonwilad, and Paweena Khansila. "The Effect of GeoGebra Software in Calculus for Mathematics Teacher Students." Journal of Educational Issues 8, no. 2 (December 6, 2022): 755. http://dx.doi.org/10.5296/jei.v8i2.20422.

Full text
Abstract:
The objectives of these mixed methods were to 1) improve students’ performance in calculus by using GeoGebra software and 2) investigate students’ experiences with and perspectives on using GeoGebra software in calculus. The participants were 58 mathematics teacher students at a university in Thailand. The instruments in this study were a test; this was called the Calculus Achievement Test (CAT), which consists of limits and continuity; a derivative of function; and its application; and a questionnaire with an interview with a student. The statistics for qualitative data were gathered from instruction; we used percentages, mean scores, standard deviations, and a one-sample t-test; while quantitative data was gathered from students’ reflections and interviews. The results showed: 1) the results of the one-sample t-test show that using GeoGebra Software in Calculus is effective in students’ performance; 2) the data, the quantitative findings show that students were more interested and excited during the intervention. Students could better show their creativity and learn about themselves because of the intervention. Teaching calculus with GeoGebra embedded is a good and effective way to do things. The finding shows a good chance of developing technology-integrated math curricula for teaching and learning calculus.
APA, Harvard, Vancouver, ISO, and other styles
9

Laah-On, Saastra, Maitree Inprasitha, Kiat Sangaroon, and Narumon Changsri. "Using Classroom Video in Designing Open-ended Problem Situations." International Educational Research 4, no. 1 (June 19, 2021): p46. http://dx.doi.org/10.30560/ier.v4n1p46.

Full text
Abstract:
Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.
APA, Harvard, Vancouver, ISO, and other styles
10

Anar, Lora E., Rebecca Jane Petersen, and Albert Villanca. "The Learning Experiences of Filipino Pre-service Teachers in the Science, Technology, Engineering and Mathematics (STEM) Program of a Thai Elementary School." Asia Pacific Journal of Social and Behavioral Sciences 14 (December 29, 2017): 18. http://dx.doi.org/10.57200/apjsbs.v14i0.101.

Full text
Abstract:
Internationalization and ASEAN integration has lead pre service teachers to explore the world of teaching abroad. The pre-service teachers have experienced many learning opportunities and challenges in a foreign country. The study aimed to explore the lived experiences of Filipino pre-service in the Science, Technology, Engineering and Mathematics STEM Program of Anubanchonburi School Thailand. The 17 participants ranging from 19-21 years old from Bukidnon State University, Malaybalay City, Bukidnon, Philippines were interviewed and 8 of them attended the focus group discussion. Thematic analysis revealed five major themes of their learning experiences: (1) travel exposures; (2) pedagogical learning; (3) social and multicultural learning, (4) personal and professional learning; and (5) technological learning. This study provides insights to administrators, pre-service teaching supervisors, and educators to increase the opportunities of pre-service teachers to be exposed to a multicultural classroom and become globally competent. This will provide avenues to forge stronger collaboration and partnerships with stakeholders in the country and abroad. Key words: internationalization, pre-service teachers, learning experiences, STEM Program
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Mathematics Study and teaching Thailand"

1

Olsson, Rebecca, Isabell Petersson, and Emilie Williamsson. "Same numbers, different standards : A minor field study of mathematic teaching in an elementary school in Thailand." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11912.

Full text
Abstract:
The purpose of this study is to illustrate how teachers, in a private school in Thailand, organize and plan their mathematic teaching, what material they use and how the teachers challenge the students. In the background, we report briefly about Thailand and the school's history. Then a presentation follows of previous research that has been made within our chosen subject. The theories are linked to our research questions, such as mathematic teaching, mathematic material and gifted students, according to Western literature. You can also find a short summary of the curriculum for mathematics, from the government in Thailand. Trough a qualitative method five interviews with mathematic teachers and observations in their classes have been conducted and this result have been analyzed and discussed. Interview and observation guides were used with the purpose to give the respondents room to develop their reasoning with the help of our follow- up questions. Trough our interviews and observations we have come to a result that shows that the teachers organized their teaching according to a Brain based learning pattern and after the governments curriculum. The mathematic material consisted of mathematic books, laminated sticks, bars, number cards and also of computer programs. The mathematic books were not individualized but played a significant part of the teaching. The plastic material was used to concretize the mathematics. The school had the idea that separating the gifted students from the others in the group was positive for their development. The gifted students were challenged by more difficult mathematics meant for older students and had to work at a higher pace than their peers. The results can not be generalized for all schools in Thailand. When the study is relatively small, it only shows how a part of the mathematics teaching is implemented at the school where the study was conducted.
APA, Harvard, Vancouver, ISO, and other styles
2

Heingraj, Channarong. "The introduction of a new approach to mathematics teaching and learning in Thailand." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36690/1/36690_Digitised%20Thesis.pdf.

Full text
Abstract:
This study aimed to address the need to make informed curriculum decisions by providing information on instructional approaches and learning outcomes in secondary school mathematics, particularly in the topic of function, that offered possibilities for the use of the graphing calculator. The study investigated the implementation of a more active, inductive approach, including the integration of the graphing calculator, with the algebraic topic of function with Thai mathematics students. The teaching approach was designed in response to the requirements of the Thai National Education Act 1999 and contrasts with the traditional transmission approach currently seen in Thai classroom. In order to move from the traditional teaching and learning strategies, learning processes under the Thai National Education Act 1999 focus on the principle that students are most important in the learning processes, and are capable of learning and self-development. The teaching and learning process should enable the students to develop themselves at their own pace and to the best of their potentiality. The study investigated students' responses to a new teaching approach, their use of the graphing calculator and their developing understanding of the function concept. The teaching experiment included two classes of Year 10 Thai mathematics students who studied in a public school located in the north eastern part of Thailand. Twenty-four students volunteered to participate in these two classes, twelve in each. Three students from each class volunteered to take the roles of key informants. The two classes were taught, Class 2 commencing their program two weeks after Class 1. Both classes were taught by the researcher (called teacher-researcher in the report) assisted by one of the regular teachers at the school. The teacher-researcher is a Thai secondary mathematics teacher with more than twenty years experience. The influence of instruction was monitored through analysis of classroom observations, the teacher-researcher's and classroom teacher's field notes, teacher-researcher and classroom teacher discussions, students' diaries and the key informants' interviews after some teaching episodes. This enabled reflection on each teaching episode with Class 1 and some modifications to the materials for Class 2. At the completion of the teaching program, a function concept questionnaire and function test were administered to the six key informants. The questionnaire and the test were designed to investigate students' concept definition and concept image of function, and to assess each of three aspects of the conceptual knowledge of function, including interpreting a function, modelling a functional situation, and translating between different functional representations and within the same representation. Based on a sequence of student cognitive development and the research theoretical framework (ActionProcess- Object perspective), all six key informants' responses to the questionnaire and the test were classified into four categories, namely an action, a process, a pre-object and an object conception of function. Results indicated that the six key informants were able to use action, process and object conceptions of function as required in various situations. They were mostly able to perform actions on functions whenever there were required. In some situations, they were able to link the necessary processes and properties to solve a problem, but in other situations they were not successful. Although the students had experienced all necessary processes and properties, they had not sufficient time to build the quality links that would enable them to solve problems more reliably. The inductive nature of the teaching program was more limited than originally envisaged. The nature of material, based on the Thai mathematics syllabus, made the use of a more inductive approach with the integrated use of the graphing calculator difficult to achieve. When teaching the classes, the teacher-researcher also had difficulties in moving away from his familiar strategies. Both students and teachers needed a greater time to adapt to these changes. The attitude questionnaire was administered with all students in order to investigate students' confidence in using the graphing calculator and their attitudes toward the collaborative use of the graphing calculator. Findings indicated positive attitudes toward integrating the graphing calculator in the teaching and learning of mathematics. They also indicated that they preferred to work using the graphing calculator on their own first, and then discuss and share results shown on its screen with each other, as well as asking for help when facing difficulties. Data from classroom observations and the key informants' interviews after the lessons were used to determine how and why the graphing calculators were employed in the problem contexts and learning situations. The study indicated that the graphing calculator could be used by the students as a tool to promote their conceptions of function in all three views (an action, a process and an object view of function). The study classified three roles of the graphing calculator used by the students, including a conceptual action representation tool (CART), a conceptual process representation tool (CPRT) and a conceptual object representation tool (CORT). However, students in the study usually attempted to use an algebraic or arithmetic strategy to solve a problem, rather than apply the graphing calculator. The study also identified three stages of the students learning to use the graphing calculator, namely "awareness", "learning the process" and "application of the process". In the stage of the application of the process, the study also identified three roles of the students during the period of using the graphing calculators: student as receiver, an assistant and partner. Results from the study were used to formulate a set of recommendations for Thai educational authorities aimed at assisting teachers and students to move towards meeting the requirements of the 1999 Education Act. Please note: The data of this study was collected entirely in Thailand. All lessons and interviews were conducted in the Thai language and teaching materials were also written in the Thai language. The materials presented in the appendices are translations of the printed materials used in the study. Excerpts of dialogue from the lessons and interviews have also been translated into English. The translations are as near as possible to the original statements in Thai.
APA, Harvard, Vancouver, ISO, and other styles
3

Chuesathuchon, Chaowprapha. "Computerized adaptive testing in mathematics for primary schools in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1591.

Full text
Abstract:
A new system-wide educational change has been introduced in Thailand requiring, amongst other things, that technologies for education be utilized in all levels of education. This study focuses on Mathematics Computerized Adaptive Testing (CAT) designed to provide Thai primary school teachers with an innovative method of assessment, one of the effective tools of new technology to be used in Thai primary schools. This study aims to: (1) construct multiple-choice test items for a Mathematics course on the topic of Equations for Year 6 (Prathom Suksa 6) students in Thailand; (2) calibrate the test items using a Rasch Measurement Model, investigate the validity and reliability of the test data, and set up the items in an item bank for use with Computerized Adaptive Testing; (3) create a computer program for Computerized Adaptive Testing, test the program and modify the program as appropriate; (4) construct and develop an attitudinal questionnaire about the Mathematics Computerized Adaptive Testing; (5) investigate the Mathematics abilities and attitudes to the Mathematics Computerized Adaptive Testing of Thailand Year 6 students; (6) compare the test length, testing time, and mathematics competency for different stopping criteria; and (7) compare the test length and testing time among differences in mathematics competency of the examinees.
APA, Harvard, Vancouver, ISO, and other styles
4

Trakulphadetkrai, Natthapoj. "An exploratory mixed-method study of Thai primary teachers' beliefs concerning mathematical knowledge, its learning and teaching." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610877.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pongboriboon, Yachai, and mikewood@deakin edu au. "Variables influencing the mathematics performance of first-year tertiary students: A case study." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.093515.

Full text
Abstract:
The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study. Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning mathematics at the transition from upper secondary school to tertiary studies, were reviewed. The first major aim of the study was to identify the variables which were good predictors of first-year mathematics performance at KKU. Results from stepwise multiple regression analyses indicated that the following predictor variables were statistically significant and entered the regression equations for most Faculty groups: School Mathematics Achievement, Self-Esteem, Study Habits in Mathematics, and Faculty of Study. Other predictor variables that sometimes entered regression equations (depending on the Faculty group) were Socio-Economic-Status, Mathematics Language Competence, Mathematics Confidence, Attitude Towards Mathematics, and Gender. Depending on Faculty group, the statistically significant variables accounted for between 11% and 74% of scores on fist-year KKU mathematics examinations. The predictor variables contributed much more to the variance of scores on first-semester mathematics examinations than to the variance of scores on second-semester mathematics examinations. It was also found that scores on the Direct Entry Examination Mathematics test (administered by KKU) and the School Mathematics Achievement test (developed and administered by the author) had stronger correlations with first-year KKU mathematics performance than did scores on the National Entry Examination Mathematics tests (administered by the Thai Ministry of University Affairs). Scores on the three pre-university mathematics achievement test instruments were better predictors of first-semester mathematics performance than of second-semester mathematics performance. It was found that the mean Mathematics Confidence of male students was statistically significantly higher than that of female students, but there were no statistically significant gender differences in Mathematics Misplaced Confidence. Only about 30% of the main sample ( 30% of the male and 30% of the female sample groups) had appropriate confidence in mathematics, that is, they thought their answers were correct when they were, in fact, correct, and they thought they were wrong when they were, in fact, incorrect. So far as Faculty performance differences were concerned, Engineering students had the highest Mathematics Confidence scores, followed by the Medicine and Nursing group of students and the Science and Education group students. Agriculture students had the lowest mean Mathematics Confidence score. No statistically significant differences occurred in Mathematics Misplaced Confidence between different Faculty groups. The second main aim of the study was to investigate why many first-year students experienced difficulties in coping with their mathematics units. A small group of senior secondary mathematics teachers, university mathematics lecturers, and first-year mathematics students were interviewed during the first semester of the 1990-1991 academic year. Interviews were conducted by the author according to a questionnaire format, and were aimed at identifying factors causing difficulty in the transition from senior secondary to university mathematical study. The analysis of the quantitative data together with the interview data indicated that the major sources of difficulty were associated with: (a) students' mathematical abilities; (b) curriculum content; (c) course organisation; (d) students' study habits; (e) instructional styles; and (f) assessment procedures. The results of the investigation are discussed in the light of the relevant literature and related research. The study concludes with recommendations which are addressed to mathematics teachers and education administrators in senior secondary schools in Thailand, to the Thai Ministry of Education, and to the KKU Department of Mathematics.
APA, Harvard, Vancouver, ISO, and other styles
6

Foochai, Komalabutr McCarthy John R. Heyl Barbara Sherman. "Improving mathematics instruction and teachers' decision making a case study in Thailand /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604374.

Full text
Abstract:
Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 24, 2006. Dissertation Committee: John R. McCarthy, Barbara S. Heyl (co-chairs), Patricia H. Klass, Cherly A. Lubinski. Includes bibliographical references (leaves 107-114) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
7

Chaiwuttisak, Pornpimol. "Blood supply chain and logistics : a case study in Thailand." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/377146/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Åkesson, Stina, and Martina Vallin. "Learning environment in Thailand : A case study regarding teaching methods and motivation in a Thai school." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24094.

Full text
Abstract:
The aim of our case study is to illustrate what teaching methods the teachers in an elementary school in southern Thailand use and if they motivate the students and in that case, how they do it. In the background we briefly report about Thailand, their school system and their development. The following presentation processes previous research that has been made within our chosen subjects. The theories are linked to our research questions, such as teaching methods, learning environments and approaches to motivate the students. Through a qualitative method ten observations have been conducted and the result of our observations have been analyzed and discussed. The result shows that the teachers in our case study use very personal and different teaching methods. The Ministry of education (2006) describes that the educational reform that took place in Thailand should develop teachers’ education methods to be more student-centered. The result of our observation shows that the teachers are in different stages in this development. Some of the teachers have much to develop before they reach this goal. The teachers also motivate the students differently. Some teachers motivated the students through external motivation where the goal was to pass the examiner’s tests, while others used the students’ internal motivation. The results cannot be generalized for all schools in Thailand. Since the study is relatively small, it only shows how a part of the teachers implemented their teaching at the school where the study was conducted.
APA, Harvard, Vancouver, ISO, and other styles
9

Rampersad, Roger. "Mathematics anxiety and achievement in mathematics 436." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19394.

Full text
Abstract:
Mathematics 436 is the advanced mathematics course offered to students in secondary IV in the province of Quebec. Although the course is designed to challenge students in the advanced stream, it has produced a high number of failures. This study examines the relationship between mathematics anxiety and achievement in Mathematics 436. Fifty-six students from an English high school on the island of Montreal took part in the study. The Mathematics Anxiety Rating Scale for Adolescents was used to measure the level of mathematics anxiety experienced by the students. In addition, grades from the previous year in mathematics were obtained, as well as grades from the present year, and the final examination. The results of the study suggest that students enrolled in Mathematics 436 experience a high level of mathematics anxiety. As well, higher levels of mathematics anxiety experienced by the students are associated with poor performance in mathematics.
APA, Harvard, Vancouver, ISO, and other styles
10

Noytim, Usa. "The impact of the Internet on English language teaching: a case study at a Thai Rajabhat University." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/384.

Full text
Abstract:
This research was conducted in the English Department of a provincial Thai university. It seeks to address the tension between the priority accorded to English by the Thai government and the relatively low levels of English of most Thai people. The study investigates the potential of the Internet to support students’ English language development, in particular the capacity of the Internet to support students’ English reading development. The research was located in Central Thailand at Nakhon Pathom Rajabhat University (NPRU), my own work place. Here I investigated students’ Internet practices and the potential offered by one English language program that incorporated use of the Internet. My focus on this one program enabled me to address questions about my own teaching practices, and about the implications of incorporating the Internet for program design and teaching. The research itself was conducted in two stages. Stage One was an ethnographic investigation of students’ current Internet practices, both in and out of University. Outcomes from Stage One then informed the development of an English language program that incorporated extensive use of the Internet. This program was implemented and evaluated in Stage Two of the research. Outcomes from Stage One of the research revealed that the University students had low overall levels of Internet use, low levels of computer and Internet skills, but generally high levels of interest and enthusiasm, and a belief that the Internet could play a positive role in supporting English language learning. Outcomes from Stage Two confirmed that the Internet was potentially a powerful resource for teaching English. However, they also showed that if the Internet was incorporated fully into a program, rather than simply tacked onto a traditional program, then a major rethinking of program design and pedagogical practices was necessary. The implications of such changes in program design and teaching are addressed in the thesis.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Mathematics Study and teaching Thailand"

1

1950-, Selinger Michelle, ed. Teaching mathematics. New York: Routledge, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Teaching mathematics. Los Angeles: SAGE, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1939-, Brumbaugh Douglas K., ed. Teaching secondary mathematics. Mahwah, N.J: L. Erlbaum Associates, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1964-, Rock David, ed. Teaching secondary mathematics. 2nd ed. Mahwah, NJ: Lawrence Erlbaum, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Crockett, Michele D. Mathematics and teaching. New York, NY: Routledge, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Frei, Shelly. Teaching mathematics today. Huntington Beach, CA: Shell Education, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Frei, Shelly. Teaching mathematics today. Huntington Beach, CA: Shell Education, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Frei, Shelly. Teaching mathematics today. Huntington Beach, CA: Shell Education, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Unlocking mathematics teaching. 2nd ed. Abingdon, Oxon: Routledge, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Isaacson, Zelda. Teaching GCSE mathematics. London: Hodder and Stoughton, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Mathematics Study and teaching Thailand"

1

Corcoran, Dolores, and Sandy Pepperell. "Learning to Teach Mathematics Using Lesson Study." In Mathematical Knowledge in Teaching, 213–30. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9766-8_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Goodell, Joanne E. "Reforming Mathematics Teacher Education Through Self-Study." In What Counts in Teaching Mathematics, 111–25. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0461-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Milne, Andrew J., and Andrea M. Calilhanna. "Teaching Music with Mathematics: A Pilot Study." In Mathematics and Computation in Music, 383–89. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21392-3_34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Guðjónsdóttir, Hafdís, and Jónína Vala Kristinsdóttir. "Team-Teaching About Mathematics for All Collaborative Self-Study." In What Counts in Teaching Mathematics, 29–43. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0461-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lisarelli, Giulia. "Activities Involving Dynamic Representations of Functions with Parallel Axes: A Study of Different Utilization Schemes." In Technology in Mathematics Teaching, 275–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19741-4_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ruchniewicz, Hana, and Bärbel Barzel. "Technology Supporting Student Self-Assessment in the Field of Functions—A Design-Based Research Study." In Technology in Mathematics Teaching, 49–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19741-4_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Xue, Youcai. "Study on Innovative Teaching Mode of Mathematics." In Lecture Notes in Electrical Engineering, 569–75. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4847-0_70.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jedtke, Elena, and Gilbert Greefrath. "A Computer-Based Learning Environment About Quadratic Functions with Different Kinds of Feedback: Pilot Study and Research Design." In Technology in Mathematics Teaching, 297–322. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19741-4_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lewis, Catherine, Shelley Friedkin, Elizabeth Baker, and Rebecca Perry. "Learning from the Key Tasks of Lesson Study." In Constructing Knowledge for Teaching Secondary Mathematics, 161–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Barwell, Richard, Lim Chapsam, Thulisile Nkambule, and Mamokgethi Setati Phakeng. "Tensions in Teaching Mathematics in Contexts of Language Diversity." In New ICMI Study Series, 175–92. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-14511-2_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Mathematics Study and teaching Thailand"

1

Hamilton, Tara Julia, Julieanne Doai, Andrew Milne, Vicky Saisanas, Andrea Calilhanna, Courtney Hilton, Micah Goldwater, and Richard Cohn. "Teaching Mathematics with Music: A Pilot Study." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615262.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Han, Youliang. "Theoretical Study of College Mathematics Micro-teaching Construction." In 2016 International Conference on Sensor Network and Computer Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsnce-16.2016.57.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gattuso, Linda. "Mathematics in a statistical context?" In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08701.

Full text
Abstract:
Statistics is often taught as part of the mathematical curriculum in schools by mathematics teachers who often do not feel prepared to include it in their practice. They feel that they are stealing time that would be better used if dedicated to mathematics. We believe, however, that it is possible to develop a collaboration between the teaching of mathematics and the teaching of statistics. Using statistics as a realistic context to work on certain mathematical concepts can provide significant motivation for students. To accomplish this, it is essential to highlight the mathematical concepts underlying statistical concepts in order to link them in creating classroom activities that are also useful for teacher training. In this paper, we will try to illustrate this idea starting with examples gathered in school mathematics and in basic statistics.
APA, Harvard, Vancouver, ISO, and other styles
4

Watson, Jane, Rosemary Callingham, and Julie Donne. "Establishing PCK for teaching statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08306.

Full text
Abstract:
This report considers the pedagogical content knowledge (PCK) of 42 teachers selected to be part of a professional learning program in statistics. As part of a profile measuring many aspects of teacher confidence, beliefs, teaching practice, assessment practice, and background, PCK is addressed through responses to student survey items and how the items could be used in the classroom. Rasch analysis is used to obtain a measure of teacher ability in relation to PCK. Based on measured ability, three hierarchical clusters of teacher ability are identified, and the characteristics of each described in terms of the items likely to be achieved. These are exemplified with kidmaps of individual teachers’ performances from each of the three clusters.
APA, Harvard, Vancouver, ISO, and other styles
5

Rukspollmuang, Chanita, Fuangarun Preededilok, Suwithida Charungkaittikul, and Sornnate Areesophonpichet. "Transnational Education Policy and Trends in the Globalized Age: Thailand as a Case Study." In 2015 Global Conference on Teaching and Learning with Technology. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814733595_0002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fan, Linyuan. "Study on Multi-media Assistance in Higher Mathematics Teaching." In 2017 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/saeme-17.2017.85.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lewis, Jennifer. "Lesson Study in Mathematics as Laboratory for Abolitionist Teaching." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690484.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sedlmeier, Peter, and Christoph Wassner. "German mathematics teachers’ views on statistics education." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08301.

Full text
Abstract:
Although knowledge about how to improve statistics teaching is steadily increasing, still very little is known about what statistics teachers actually know, think, and do in their classrooms. The present study is a first attempt to shed more light on the issue. Experienced mathematics teachers were asked about their views of statistics in general and of current curricula, as well as about their impressions of their students’ views and abilities regarding statistics. In addition, they were asked to indicate what good statistics instruction should look like. We found that in general, teachers as well as students are quite interested in statistics but that students apparently experience greater difficulties in statistics classes than in classes on other mathematical topics. We identify several potential impediments to effective statistics instruction that might be good starting points for attempts to improve statistics education in German schools.
APA, Harvard, Vancouver, ISO, and other styles
9

Burgess, Tim. "Teacher knowledge for teaching statistics through investigations." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08307.

Full text
Abstract:
This report compares the teacher knowledge of two early career primary school teachers (drawn from a study of four teachers) as it was needed in the classroom during the teaching of statistics through investigations. The study involved video recording a sequence of four or five lessons and audio recoding post-lesson stimulated recall interviews with the teachers. These interviews were based on the teacher viewing selected episodes from the lesson videos. The results showed marked differences in the teacher knowledge of the two teachers, as analysed against a framework developed from the mathematics teacher knowledge domain and the statistical thinking domain. The conclusions and implications drawn from the results are discussed in relation to both initial (or preservice) teacher education and professional development for teachers.
APA, Harvard, Vancouver, ISO, and other styles
10

Eichler, Andreas. "Statistics teaching in German secondary high schools." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08208.

Full text
Abstract:
This report focuses on a research project that combines two aspects of a statistics curriculum related to teachers’ classroom practice and their students’ statistical knowledge. Data were collected with questionnaires. The development of the questionnaires derived from results of a qualitative research project will be sketched. Afterwards, some results will be discussed.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Mathematics Study and teaching Thailand"

1

Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pylypenko, Olha S., Tetiana H. Kramarenko, and Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3898.

Full text
Abstract:
The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
APA, Harvard, Vancouver, ISO, and other styles
3

Kramarenko, Tetiana H., Olha S. Pylypenko, and Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3753.

Full text
Abstract:
The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
APA, Harvard, Vancouver, ISO, and other styles
4

Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

Full text
Abstract:
The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
APA, Harvard, Vancouver, ISO, and other styles
5

MONAKO, T. P. PROFESSIONALLY-ORIENTED TRAINING OF MANAGERS BY METHODS OF MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-40-44.

Full text
Abstract:
The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
APA, Harvard, Vancouver, ISO, and other styles
6

KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

Full text
Abstract:
The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
APA, Harvard, Vancouver, ISO, and other styles
7

Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

Full text
Abstract:
The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
APA, Harvard, Vancouver, ISO, and other styles
8

Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

Full text
Abstract:
One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
APA, Harvard, Vancouver, ISO, and other styles
9

Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.

Full text
Abstract:
This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
APA, Harvard, Vancouver, ISO, and other styles
10

Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4409.

Full text
Abstract:
The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Mathematics Study and teaching Thailand' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography