Implementing Mathematical Argumentation-Based Learning Activities to Promote Mathematical Thinking Ability on the Topic of Polygons for Grade 6 Students
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Abstract
Mathematical thinking is an essential skill that enables learners to deeply understand mathematical concepts and solve problems with logical reasoning. However, research and classroom observations indicate that student is still unable to systematically analyze and solve geometry problems. This research aimed to study the effects of implementing mathematical argumentation in mathematics learning activities on mathematical thinking in the topic of polygons for Grade 6 students during the second semester of the 2024 academic year. The participants were 8 students from a small school in Phetchabun Province. The study employed classroom action research methodology consisting of 3 cycles for a total of 11 hours. The research instruments included 3 lesson plans (an appropriateness average value of 4.88), activity worksheets, and a mathematical thinking ability test (an IOC value of 1 for all items). Data was analyzed according to the components of mathematical thinking. The results from the activity worksheets showed good development; initially, a similar number of students were at levels 1 and 2. Across all three cycles, students exhibited advanced mathematical thinking in specific domains Level 2 the highest level in the following order from highest to lowest: problem-solving, representation, and reasoning. These findings were consistent with the results from a mathematical thinking ability test. After participating in the learning activities, students were able to correctly summarize problem solutions and better explain the reasoning behind applying mathematical knowledge to understand problems.
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