Academic journal article International Education Studies

Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

Academic journal article International Education Studies

Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand

Article excerpt

1. Introduction

1.1 Introduce the Problem

Mathematics is the science of thinking and it is an important tool for improving the thinking potential in learning process and understanding causes and effects. Most of mathematics teachers in secondary schools in Thailand, lacked abilities to provide and focus on the importance of mathematics learning management for improving creative thinking, and students were not encouraged most their creative thinking ability through a problem based learning strategies. Normally, mathematics learning activities for secondary students were quite inefficient in improving students' creative thinking. Nevertheless, more of mathematics teachers were not really encouraged and supported to find new efficient strategies for improving creative thinking. Creativity has been described in many ways but a common theme is that a personal activity intent on producing something new and unpredictable (Pehkonen, 1997). Craft (2006) has suggested that fostering creativity with wisdom could help to nurture the learner's moral development. On such occasions, a teacher needs to clear the notion of creativity in general and creativity and problem solving in particular subject. The conceptions of creativity in school subject may affect what they do, their classroom climate, and what they value and reward (Esquivel, 1995). Thus, teachers in the UK and in other countries are being urged to foster creativity in children across all curriculum subjects, including mathematics (Bolden, 2012). However, only providing learners with open-ended problem solving opportunities can develop their fluency, flexibility and originality in problem-solving (Silver, 1997). Thus the act of problem solving that lies at the heart of students creativity in mathematics classrooms, and problem solving is the important thing of effective learning and teaching of mathematics creativity.

1.2 Exploring Importance of the Problem

According to the PISA report (Program of International Student Assessment), the findings indicate the weak point of Thai students creative thinking ability in comparison with both the international and Asian students. The Institute for the Promotion of Teaching Science and Technology (IPST), reported the research project assessment on "Trends in International Mathematics and Science Study (TIMSS) in 2011, and the results showed that the average mathematics achievement score of the 8th grade students throughout Thailand was 427 points, which was less than in 2007 (441 points). The international mathematics score of the 8th grade students was 500 points, and the scores of the students from fourteen countries around the world were higher than the international scores, whereas, the scores of the students from forty two countries including Thailand were lower than the international score. The three highest Mathematics scores of the students have been from South Korea, Singapore and Finland, those were 587, 583 and 570 points respectively. Office of the Basic Education Commission of Thailand (2013). The author was aware of the problems of thinking skills of Thai students, and then applied the concepts of Metacognition, constructivist theories, Gestalt learning psychology, problem solving strategies, and inquiry approach to improve thinking skills of students that focused on creative thinking ability. The recent study on creative thinking development has not been successful according to the second report of the quality assessment of the basic education. The Office of the Basic Education Commission of Thailand (2006-2010) reported 25,944 schools (82.41%) have been qualified whereas, 5,536 schools (17.59%) have not been qualified yet. The report also identified that most students from the unqualified schools have problems of critical thinking, analytical thinking, creative thinking skills, and the overall thinking abilities of the students throughout Thailand are at a moderate level (83.91%). Additionally, The Office of Secondary Educational Zone 30 (2011) reported the results of external education quality assurance of eighteen schools in Chaiyaphum province, showed that thirteen schools were qualified, while five schools were not qualified. …

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