本科毕业设计（论文）
外文翻译
Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students mathematical literacy
作者：Sumirattanaa,*, Aumporn Makanongb, Siriporn Thipkong
国籍：Thailand
出处：Kasetsart Journal of Social Sciences
原文正文：
Abstract
Mathematical literacy plays an important role as one of life skills. It is a fundamental skill which is as necessary as literacy. Therefore, mathematics teaching in schools must aim to develop mathematical literacy and to enhance each students ability to use and apply mathematical knowledge in order to solve real life problems or situations. According to Realistic Mathematics Education, real world problems are used as a source or a starting point for learning and developing mathematical concepts. Students should have the opportunity to build their own mathematical knowledge through the teachers guidance. The DAPIC problem-solving process consists of five elements which make up its acronym,namely (1) define, (2) assess, (3) plan, (4) implement, and (5) communicate. Realistic mathematics education and the DAPIC problem-solving process should be collaboratively used to develop students mathematical literacy.
This study was based on research and development design. The main purposes of this study were to develop an instructional process for enhancing mathematical literacy among students in secondary school and to study the effects of the developed instructional process on mathematical literacy. The instructional process was developed by analyzing and synthesizing realistic mathematics education and the DAPIC problem-solving process.The developed instructional process was verified by experts and was trialed. The designated pre-test/post-test control method was used to study the effectiveness of the developed instructional process on mathematical literacy. The sample consisted of 104ninth grade students from a secondary school in Bangkok, Thailand. The developed instructional process consisted of five steps, namely (1) posing real life problems, (2)solving problems individually or in a group, (3) presenting and discussing, (4) developing formal mathematics, and (5) applying knowledge. The mathematical literacy of the experimental group was significantly higher after being taught through the instructional process. The same results were obtained when comparing the results of the experimental group with the control group.copy;2017 Kasetsart University. Publishing services by Elsevier B.V. This is an open accessarticle under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Keywords:DAPIC problem-solving process; instructional process; mathematical literacy; realistic mathematics education
Introduction
Mathematical literacy is important. According to Devlin(2000, p. 24) and Watson (2002, p. 157), mathematical literacy is a fundamental skill as necessary as literacy.Watson(2002, p. 157) and Steen, Turner, and Burkhardt (2007,p.286) also stated that mathematical literacy was one of the key objectives of instructional organization in schools.Mathematics teaching in schools aimed to provide students with mathematical literacy --an ability to use and apply mathematical knowledge in real life situations happening outside schools. Mathematical literacy has a unique characteristic which is different from substantive mathematics.According to De Lange (2003, p. 80), mathematics in schools focused on the substantive content, while mathematical literacy focused on how to use mathematics in real life.
In Thailand, although the importance of mathematics instructional organization has been recognized, there were several problems found in terms of mathematics instruction regarding the results of both national and international mathematics tests, as follows:
- Students forgot the mathematics knowledge they had previously learned. They could not recall, understand, or recognize the importance of mathematical knowledge.They also believed that mathematics was not related to their everyday life and could not apply it to their real life(Plangprasobchoke, Boonprajak,amp;Phuudom, 2008);
- The results of the Thailand Ordinary National Educational Test found that the average mathematics scores of Thai ninth grade students were below 50 percent, year after year (The National Institute of Educational Testing Service, Thailand, 2010);
- According to the Programme for International Student Assessment (PISA) organized by the Organization for Economic Cooperation and Development (OECD), Thai students average scores for mathematical literacy in2000, 2003, 2006, and 2009 were 432, 417, 417, and 419points, respectively. These scores were below the average scores of OECD of 500 points in 2000, 2003, and2006, and 496 points in 2009 (OECD, 2004, 2007, 2010).These evaluation results show the lack of quality of Thai students and mathematics instruction.
According to the aforementioned importance and problems, it was necessary to intensively develop and enhance students mathematical literacy. Teachers play an important role in empowering students mathematical experience in order to further apply mathematics to their real life.Martin (2007, p. 30) also stated that mathematical illiteracy was not the result of the teaching contents but resulted from the instructional methods which were applied by teachers. The traditional instructional methods,including memorization of mathematics rules or formulas which were not related to students real life or experience,could not enhance students mathematical literacy. There-
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