Learning Management Using an Area Model-Based Game to Promote Mathematical Argumentation Skills of Grade 8 Students on Factoring Quadratic Polynomials

Abstract

This study aimed to examine the effects of learning management using an area model-based game on enhancing the mathematical argumentation skills of Grade 8 students in the topic of factoring quadratic polynomials. The research was conducted as classroom action research with a target group of 24 students from a medium-sized secondary school in Nakhon Sawan Province. The research instruments included lesson plans, the Factor Quest: Factoring Mission board game, an observation form, and a mathematical argumentation skills test. Data were analyzed using the Structuring–Deductive Category Assignment method, and the triangulation was adopted to strengthen the validity of the result. The results revealed that the learning management using the area model-based game effectively enhanced students’ mathematical argumentation skills across all four components. The component of claim demonstrated the highest improvement, with 62.50% of students achieving good to excellent levels, followed by the data and reasoning components. The counter-argument component showed the least improvement, with 33.33% of students achieving good to excellent levels. These findings were consistent with the scores on mathematical argumentation skills across each cycle of the action research, showing an increasing proportion of students achieving higher levels in every component. In conclusion, learning management through the area model-based board game is effective in promoting mathematical argumentation skills in the topic of factoring quadratic polynomials.