Assessment of learning progression on mathematical problem solving of students using open approach

Abstract

The purpose of this research was to assess the progress of mathematical problem solving skills of students at Bannamphrae School in Chiang Mai in which the Open Approach was employed for class management. This research study was a quantitative research. The scope of the study included 23 fifth-grade students at Bannamphrae School in Chiang Mai, who had been selected through the purposive random sampling from the population covering 520 students in total. All of the students were in the fifth to sixth grades and were from 18 schools nationwide, which were participating in the Project on Advanced-Thinking Skills Development on Mathematics in the Northeast. The instrument used in the study was the mathematics problem solving test, which was comprised of 6 main items and 9 minor items. The data was analyzed via Conquest 2.0 software to discover the progress of their mathematical problem solving abilities through the developed framework of learning progress including 4 levels ranging from 0 to 3. The research revealed that the students at Bannamphrae School had shown different levels of progress with respect to mathematics problem solving as follows: 10 students were at Level 0 (Need Improvement), 6 students at Level 1 (Fair), 2 students at Level 2 (Good), and 6 students were at Level 3 (Very Good).

Validation of a digital tool for diagnosing mathematical proficiency

“…In other words, MP is considered as a tool for studying science, The MP Assessment Framework in this study has two dimensions, namely Mathematical Procedures (MAP) and Structure of the Observed Learning Outcome (SLO). The progress maps of [11]'s study showed that there are five levels of the MAP dimension, namely non-response/irrelevance, unrecalled memory, basic memory and reproduction, simple skills and concept, and strategic or extended thinking [12,13]. On the other hand, the SLO dimension which was adopted from the SOLO taxonomy is a model to identify, describe or explain the level of understanding to determine the quality level of students' learning results.…”