ALTERNATIVE INSTRUCTIONAL STRATEGIES: FLIPPED CLASSROOM AND MATHEMATICAL TASK PRACTICES
Article Sidebar
Main Article Content
Abstract
Alternative learning methods are essential to the advancement of academic development. This study investigated instructional guidelines regarding Flipped Classroom and Mathematical Tasks Practices while studying the statistical literacy of grade 8 students after receiving academic training. The sample group consisted of 32 students of a large secondary school in Uthai Thani province using purposive sampling. Research tools used in this study included three lesson plans, an instructional reflection form, worksheets, and a statistical literacy evaluation, a pre-test, and a post-test. The data collected via three cycles of the action research, within 12-hour period, was analyzed utilizing Content analysis, Resource triangulation, and Methodological triangulation. The results were summarized, and they showed that the instructional guidelines using Flipped Classroom and Mathematical Tasks were categorized as follows: (1) The guideline for learning activities beyond the classroom; (2) The guideline for examining knowledge beyond the classroom; (3) The role of teachers in Flipped Classroom; (4) The guideline for using Mathematical tasks to enhance statistics literacy; and (5) The guideline for student assessment. Equally important, the results from pre-test and post-test demonstrated that the development of students’ statistical literacy had developed after instruction. The majority of the students had a higher level of interpretation in a given context. The student’s statistical literacy was at Level 3 (Inconsistent), which was the statistical summation that was not unreasonable; however, it was inconsistent. Therefore, the average concept can be used to assess the data, even though, the data was summarized for inconsistent reasons. Conversely, the statistical literacy as Level 4 (Consistent-non critical) was consistent yet non-critical, which demonstrated a use of mathematical and critical skills in straightforward setting, while being able to find the mean without recognition of outlier.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
"The opinions and contents including the words in papers are responsibility by the authors."
"ข้อคิดเห็น เนื้อหา รวมทั้งการใช้ภาษาในบทความถือเป็นความรับผิดชอบของผู้เขียน"
References
Ben-Zvi, D., & Garfield, J. B. (Eds.). (2004). The challenge of developing statistical literacy, reasoning and thinking. Kluwer Academic.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Boonrid, P., & Sumirattana S. (2019). A study of mathematics learning achievement and geometric thinking on circular of Mathayomsuksa 3 students learning by using the Geometer’s Sketchpad Program (GSP) with concept of flipped classroom activities. Journal of Industrial Education, 18(1), 109–118. (in Thai)
Çatman Aksoy, E., & Işıksal Bostan, M. (2021). Seventh graders’ statistical literacy: An investigation on bar and line graphs. International Journal of Science and Mathematics Education, 19(2), 397-418.
Duangtod, Y. & Jermtaison, R. (2019). The learning management by using flipped classroom for efficiency of studying development applied in mathematics subject for junior high school grade 3 students. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences and Arts), 12(2), 341-358. (in Thai)
Emoch, N., & Nopparit, T. (2018). Learning provision through real life information to promote statistical literacy of grade 11 students. In V. Sooksatra (Ed.), Rangsit Graduate Research Conference: RGRC (pp. 1893-1901). (in Thai)
Gal, I. (2004). Statistical literacy. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 47-78). Springer.
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549.
Hongngern, K., & Nopparit, T. (2020). Using realistic mathematics education approach to promote statistical literacy: Knowledge aspect of Grade 11 students. In V. Sooksatra (Ed.), Rangsit Graduate Research Conference: RGRC (pp. 1839-1846). RGRC (in Thai)
Institute for the Promotion of Teaching Science and Technology (IPST). (2017). The manual of mathematics curriculum. Agriculture Cooperative of Thailand. (in Thai)
Khan, R. N., & Watson, R. (2018). The flipped classroom with tutor support: an experience in a level one statistics unit. Journal of University Teaching & Learning Practice, 15(3), 2-21
Kuankeaw, P. & Nopparit, T. (2015). Effect of using flip classroom and case-based learning for enhancing statistical thinking of students in higher education. Journal of Humanities and Social Sciences University of Phayao, (3)1, 16-30. (in Thai)
Metpattarahiran, C. (2017). Flipped classroom and mathematics teaching. IPST Magazine. 46(209), 20-22. (in Thai)
Ministry of Education. (2017). Indicators and learning standards, learning area of mathematics the basic education core curriculum B.E. 2551 (A.D. 2008). Agricultural Cooperative Federation of Thailand. (in Thai)
Murray, S. & Gal, I. (2002). Preparing for diversity in statistics literacy: Institutional implications. http://iase-
web.org/documents/papers/icots7/6C1_WATS.pdf
National Institute of Educational Testing Service (NIETS). (2021). Results of Ordinary National Educational Test (O-NET) of Grade 9 students in semester 2020. https://www.niets.or.th/th/content/view/18625 (in Thai)
Naewdong, T., Nualpang, K., & Treepaiboon, K. (2018). The effects of inductive learning management and think - pair – share technique on mathematical concept and reasoning ability of Mathayomsuksa 2 students. Journal of Humanities and Social Sciences Surin Rajabhat University, 20(1), 29-41. (in Thai)
Moothummachai, N. & Kamol, N. (2017). Promoting mathematical reasoning abilities by using mathematical tasks: Classroom action research. Journal of Education Naresuan University, 22(2), 135-146. (in Thai)
Palee, P., & Kamol N. (2020). Classroom action research for promoting statistical thinking of Grade 7 students by using the five practices. Journal of Education Research Faculty of Education, Srinakharinwirot University, 15(2), 105-117. (in Thai)
Panich, V. (2013). Teacher teaching flipped classroom for students (2nd ed). The Siam Commercial Foundation. (in Thai)
Sukharee, S. (2021). The development of an instructional model according to flipped classroom concept with active learning to enhance mathematical problem solving and critical thinking abilities of Tenth Grade students. Journal of Educational Technology and Communications Faculty of Education Mahasarakham University, 4 (11), 68-85. (in Thai)
Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3(4), 268-275.
Watson, J., & Callingham, R. (2003). Statistical literacy: A complex hierarchical construct. Statistics Education Research Journal, 2(2), 3-46.
Watson, J. M. (2003). Statistical literacy at the school level: What should students know and do. The Bulletin of The International Statistical Institute, Berlim, 54, 1-4.