Development of Mathematical Connection Ability and Attitude toward Mathematics by Learning Activities Based on Cognitively Guided Instruction and Open-Ended Questions for Fourth Grade Students

Abstract

The purposes of this research were to 1) compare the mathematical connection ability of fourth grade students before and after by learning activities based on cognitively guided instruction and open-ended questions and 2) compare the attitude toward mathematics of fourth grade students before and after by learning activities based on cognitively guided instruction and open-ended questions. The research sample consisted of 24 fourth grade students from Wangnoiwitthayaphum School. Cluster random sampling technique was employed for selecting; the classroom was a random unit. The instruments used for collecting data consisted of : 1) lesson plan , 2) mathematical connection ability test and 3) an attitude toward mathematics questionnaire. The statistics used to analyze the data were mean (M), standard deviation (SD) and dependent t-test. The results of     the study were as follows. 1) The mathematical connection ability of fourth grade students after learning activities based on cognitively guided instruction and open-ended questions higher than before learning at the significance level of .05. 2) The attitudes toward mathematics of fourth grade students after learning activities based on cognitively guided instruction and open-ended questions higher than before learning at the significance  level of .05.