การจัดกิจกรรมการเรียนรู้เรื่องการแยกตัวประกอบพหุนามดีกรีสองตัวแปรเดียวโดยใช้เกมเป็นฐานเพื่อส่งเสริมการคิดเชิงพีชคณิตของนักเรียนชั้นมัธยมศึกษาปีที่ 2

Abstract

The objectives of this study are to conduct action research to find out and study the outcomes of employing game-based learning methods in promoting algebraic thinking skills among second-year high school students in separating components of quadratic polynomials with one variable. The target population for this research comprised 18 second-year high school students in the second semester of academic year 2022 from Wat Tha Satoei Municipality School. The study utilized a range of research tools, including (1) a learning management plan comprising 12 plans that utilize games as a basis for teaching, with four key steps: 1) lesson introduction, 2) learning activities 3) summary of results, and 4) evaluation; (2) a test to assess mathematical thinking abilities (3) a teaching record form. 1) An approach to organizing game-based learning activities to promote algebraic thinking on factoring of two-univariable two-degree polynomials of Grade 8 students. Games are an effective way to promote students' algebraic thinking, especially in the topic of factoring single-degree polynomials. Methods for organizing game-based learning activities include starting with concrete examples, using pictures, providing timely feedback. Encouraging collaboration, gradually increasing the difficulty of the game and making the game fun. 2) The results of implementing a game-based learning approach to promote algebraic thinking skills in the topic of factoring quadratic polynomials with one variable among second-year high school students are as follows: The average score was 1.69 out of 4, consisting of three aspects: 1. Fundamental knowledge of numbers and nouns for factoring quadratic polynomials with one variable, 2. Basic understanding of the structure of factoring quadratic polynomials with one variable, and 3. Application of basic structure in factoring quadratic polynomials with one or multiple variables. The average scores for these aspects were 2.24, 1.57, and 1.26, respectively, which are at the intermediate level.