The Factors Influencing the Success of Teachers' Instructional Management in Promoting Mathematical Thinking among Elementary Students in the Three Southern Border Provinces of Thailand
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Abstract
This study aimed to explore instructional strategies that promote mathematical thinking among primary school students and to analyze factors influencing the success of teachers’ instructional practices in fostering mathematical thinking. The research was conducted in two phases. Phase 1 employed a qualitative approach by conducting semi-structured interviews with 15 exemplary mathematics teachers from the three southern border provinces of Thailand. Data were analyzed using content analysis. Phase 2 adopted a quantitative approach, utilizing an online questionnaire developed from the qualitative findings. Data were collected from 390 primary mathematics teachers in the same region, selected through convenience sampling and based on the sufficiency rule for structural equation modeling. The data were analyzed using basic statistics, correlation analysis, and multiple regression analysis via the Enter method. The research findings revealed that instructional approaches to promote mathematical thinking should integrate curriculum development, teacher professional development, student skill enhancement, and administrative support. The factors influencing the success of instructional practices in promoting mathematical thinking consist of five domains: teaching skills, teacher characteristics, support, learners, and curriculum. The adjusted coefficient of determination (R²adj) was 0.542, indicating that these five factors could significantly predict teachers’ instructional success at the 0.05 level. The study also emphasized the necessity of teacher development through job-embedded learning, the promotion of professional learning communities, and the holistic development of learners.
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