Development of an Active Learning Mathematics Activity Package on Statistics and Data based on the Local Context of Suphan Buri Province to Enhance Mathematical Thinking in Real-World Contexts among Twelfth-Grade Students at Sa-Nguan Ying School, Suphan Buri Province

Abstract

            This research article aims to 1) investigate the problems, needs, and guidelines for mathematics instruction on Statistics and Data that enhance mathematical thinking in real-world contexts among Grade 12 students at Sa-nguan Ying School, Suphan Buri Province 2) develop an active learning mathematics instructional activity package on Statistics and Data using the local context of Suphan Buri Province to enhance mathematical thinking in real-life contexts, with an efficiency criterion of 80/80 and 3) investigate the effectiveness of the developed activity package in enhancing students’ mathematical thinking in real-world contexts.

            The findings revealed that 1) regarding the problems and needs in learning statistics and data, most students lacked the ability to connect statistical knowledge with real-life situations, had difficulties in analyzing and interpreting data, and expressed a need for learning activities that emphasized hands-on experiences, collaborative learning, and the use of familiar local contexts. Appropriate instructional guidelines include active learning, collaborative learning, the integration of the local context of Suphan Buri Province, authentic real-world situations, and hands-on learning activities to promote students’ mathematical thinking in real-world context 2) the developed active learning mathematics instructional activity package on Statistics and Data using the local context of Suphan Buri Province achieved an efficiency of 82.35/84.12, which exceeded the established criterion of 80/80 and 3) the effectiveness study showed that students who learned through the developed instructional activity package demonstrated significantly higher mathematical thinking in real-world contexts after the instruction than before the instruction at the .05 level of statistical significance.