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THE DEVELOPMENT OF MATHEMATICS INSTRUCTION MODEL WITH THE EMPHASIS ON CRITICAL THINKING AND
GROUP PROCESS FOR PROTHOM SUKSA IV STUDENTS

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The purpose of the study includes: 1) to develop Grade 4 Mathematics learning model emphasizing with the critical thinking and group process; 2) to compare between pretest and posttest of Grade 4 students’ mathematics achievement; 3) to compare students’ critical thinking between before and after intervention.
Subjects were Grade 4 students from three schools in Muang, Khon Kaen province, first semester, academic year of 2005. Three schools purposive sampling include Khon Kaen Demonstration (Mordindaeng), Ban Nonmueng, and Ban NongHin school. Mathematics content was multiple. Research instruments comprise of: 1) the 13 lesson plans emphasizing on critical thinking and group process; 2) an achievement test of multiple; 4) teaching reflection form; 5) observation form; and 6) questionnaire of students’ classroom reaction.
This study was experimental research. Research design was pretest – posttest control group. Data were analyzed through percentages and ttest. Students’ responses on questionnaire were computed into percentages. The ttest in SPSS/PC+ package was used for testing for existing of differences between pretest and posttest at 0.01 level of statistical significance.
Findings:
1. Mathematics learning model emphasizing with the critical thinking and group process consists of four stages. These include: 1) stage of motivation and preparing students’ readiness; 2) stage of reflective thinking in small group of students; 3) stage of reflective thinking in large group of students, and 4) stage of evaluation – students did mathematics exercises and critical thinking exercises.
2. Students’ mathematics achievements significantly (p < 0.01) were different comparing between pretest and posttest.
3. Students’ critical thinking skills classifications significantly (p < 0.01) were different comparing between pretest and posttest.


