Development of an Instructional Model Based on Realistic Mathematics Education With Theory of Cognitive Development Approach to Enhance Mathematical Literacy of Primary School Students
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Abstract
This research aimed to 1) develop an instructional model that promotes mathematical literacy in primary school students, and 2) investigate the effectiveness of the developed instructional model. The sample group consisted of 6th-grade students from a demonstration school under the Ministry of Higher Education, Science, Research and Innovation (MHESI) in Bangkok. This research employed a quasi-experimental design using a one-group pretest-posttest approach. The research instrument was a constructed-response mathematical literacy test, and the collected data were analyzed using descriptive statistics and paired-samples t-tests. The first finding revealed that the developed instructional model comprising four steps: 1) understanding real-life problem situations, 2) devising approaches and planning solutions, 3) solving mathematical problems, and 4) concluding and interpreting answers. This model was designed in alignment with the concept of mathematics education emphasizing real-life applications and theories of cognitive development. Secondly, the students' posttest scores on mathematical literacy (M = 8.90, SD = 3.63) were significantly higher than those pretest scores (M = 4.93, SD = 4.30) at the .05 level (t = 13.70, p < .001), with a large effect size (Cohen's d = 2.50). These findings indicated that the developed instructional model is clearly effective in promoting mathematical literacy among primary school students, particularly in helping them apply mathematical knowledge to solve real-life problems more effectively, which fostered a concrete and meaningful understanding of mathematics in their lives. This led to learners’ to appreciation of the value and application of mathematics in daily life, whether for calculation, planning, data-driven decision making, or critical thinking in various situations in life.
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