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

Q1 Mathematics

Eurasia Journal of Mathematics, Science and Technology Education Pub Date : 2024-02-01 DOI:10.29333/ejmste/14158

Khemjira Tiengyoo, Sayun Sotaro, Sermsri Thaithae

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Abstract

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 strong conceptual 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).

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使用 python 编程语言研究基于 APOS 框架的中学生集合论数学理解水平

本研究采用 APOS 理论框架来评估中学生的数学知识。朱拉蓬公主科学学院（Princess Chulabhorn Science College Lopburi）在 2022 年第二学期随机抽取了 20 名八年级学生。共有六个计划，每个计划包括 180 分钟。教学目标即教学目的。内容即主题。学习材料包括资源和工具。最后，活动包括学习任务和练习。評估包括三個評估集體理解的小測和一個評估數學理解的測驗。这些活动提高了中学生的集合理解能力。研究结果表明，他们对集合论有很强的概念性理解，通过标准的学生超过总人数的 60%，统计显著性水平为 0.01。此外，深入研究 APOS 的所有四个理论水平，我们发现了类似的令人印象深刻的结果，超过 60% 的学生在每个水平上都超过了预期（P<0.01）。

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来源期刊

Eurasia Journal of Mathematics, Science and Technology Education Social Sciences-Education

CiteScore

4.30

自引率

0.00%

发文量

128

期刊介绍： EURASIA Journal of Mathematics, Science and Technology Education is peer-reviewed and published 12 times in a year. The Journal is an Open Access Journal. The Journal strictly adheres to the principles of the peer review process. The EJMSTE Journal publishes original articles in the following areas: -Mathematics Education: Algebra Education, Geometry Education, Math Education, Statistics Education. -Science Education: Astronomy Education, Biology Education, Chemistry Education, Geographical and Environmental Education, Geoscience Education, Physics Education, Sustainability Education. -Engineering Education -STEM Education -Technology Education: Human Computer Interactions, Knowledge Management, Learning Management Systems, Distance Education, E-Learning, Blended Learning, ICT/Moodle in Education, Web 2.0 Tools for Education