Students’ Mathematical Concepts from blending Embodiment and Symbolism in Active Learning Classroom
Keywords:
Mathematical Concept, Embodiment, Symbolism, Open ApproachAbstract
This research was conducted within the context of integrating the embodiment and the symbolism in mathematics classrooms focused on promoting active learning. The research objectives are to: 1) analyze students' advanced mathematical concept, and 2) study the details of the procedure and practices of teaching methods that enhance students' mathematical conceptualization. The target group consisted of 11 grade 8 students from Wat Thanon Kae School. The research employed a qualitative approach, using tools such as lesson plans, activity sheets, and field notes. The effectiveness score of the lesson plan was 4.12.
The research findings revealed that: 1) students' advanced mathematical conceptualization arises from problem-solving ideas through concrete media (embodiment) and conceptual calculations (symbolism) and 2) the teaching methods that promote mathematical conceptualization are open-ended approaches. Such teaching methods help students generate mathematical thinking for meaningful mathematical learning. Furthermore, a new finding in this research is that after students develop ideas from the embodiment and the symbolism in mathematics, they learn to think mathematically, which leads to the formation of mathematical concepts.
Keywords: Mathematical Conceptualization, Embodiment, Symbolism, Active Learning
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