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A study of mathematical understanding levels in set theory based on the APOS framework by using python programming language for secondary school students

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Udgivet i:Eurasia Journal of Mathematics, Science and Technology Education vol. 20, no. 2 (Feb 2024), p. em2400
Hovedforfatter: Tiengyoo, Khemjira
Andre forfattere: Sayun Sotaro, Sermsri Thaithae
Udgivet:
Fag:
Mathematical programming
Programming languages
Teaching methods
Constructivism
Science education
Mathematics teachers
Knowledge
Mathematics education
21st century
Learning activities
Set theory
Python
Core curriculum
Secondary schools
Secondary school students
Product development
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Resumen:This study used the APOS theoretical framework to assess secondary school pupils’ set math knowledge. Princess Chulabhorn Science College Lopburi randomly sampled 20 8th graders in the second semester of 2022. There are a total of six plans, with each plan comprising a 180-minute. The objectives are the instructional goals. Content is the topic. Learning materials include resources and tools. Last, activities include learning assignments and exercises. Assessment includes three subtests to assess set understanding and a test to assess mathematical comprehension. These activities increased secondary school students’ set comprehension. The result of the study indicated that they had demonstrated a strongconceptual understanding of set theory to pass the criteria over 60% of the total students with a statistical significance level of .01. Furthermore, delving into all four APOS theoretical levels we found similar impressive results, with over 60% of students exceeding expectations at each level (p<0.01).
ISSN:1305-8215
DOI:10.29333/ejmste/14158
Fuente:Publicly Available Content Database