Dara Wimolakson The Development of Learning Experience Model Based on Constructivist Theory Together with the Concept of Realistic Mathematics Education to Encourage Math Ability of Early Childhood Anuban Udon Thani School Udon Thani Primary Educational Service Area Office 1

Abstract

           The purpose of this research were 1) to create and verify the quality of the experience model based on constructivist theory together with the concept of realistic mathematics education 2) to study the effect of using a learning experience model based on constructivist theory together with the concept of Realistic Mathematics Education and the research was carried out in 3 phases. Phase 1: A study of problem conditions, organizing mathematics experience and study the guidelines for creating a learning experience model, in the second phase, creating and inspecting the quality of the learning experience model, and in the third phase, studying the results of using the learning experience model. by applying to the sample group is the early childhood children in kindergarten 3 years, and 5-6 years, Anuban Udon Thani School, semester 2, academic year 2022. 

            The sample consisted of 27 the early childhood students, they were selected by cluster random sampling, using the experimental period of 14 weeks, 3 days per week, 30-40 minutes per day. The tools used consisted of 1) theoretical learning experience plan. constructivism together with the concept of Realistic Mathematics Education; 2) a mathematical ability test; 3) an attitude questionnaire and 4) the mathematical attitude behavior observation form. The design of this research was a one-group pre-test and post-test design. The mean, standard deviation, percentage and t-test for Dependent. 

            The findings for this research were as follows:

1. The learning experience model based on constructivist theory combined with realistic mathematics education consisted of 1) concepts and principles, 2) objectives of the model, and 3) steps of the experience 5 stages; 1. situation presentation, 2. large group brainstorming, 3. small group activities practice, 4. Presentation and 5. assessment and summary and 4) Evaluation


2. The results of using a learning experience model based on constructivist theory combined with realistic mathematics education to encourage mathematical abilities of early childhood students;

                 2.1 The mathematical ability of early childhood students with an average of 27.67 or 92.23 percent, which was not less than the criteria of 80 percent.

     2.2 The mathematical abilities of the early childhood students after the experience was higher than the experience statistically significant at the .01 level

               2.3 The early childhood students’ attitude towards organizing learning experiences was at the highest level.