Developing Teaching Style and Curriculum for Teaching for Mathematical Reasoning Skills and Life and Work skills of Learners

Developing Teaching Style and Curriculum for Teaching for Mathematical Reasoning Skills and Life and Work skills of Learners

              Teaching and learning mathematics is considered as an important part of human resource development due to the reason that mathematics plays a crucial role in the development of human thinking process; it makes an individual become creative and can think rationally and systematically with plans. Moreover, mathematics helps people be able to analyze problems or situations. It helps to anticipate, plan, make decisions, solve problems and implement them in daily life properly. It is also a tool for the study of science, technology and other sciences both nationally and internationally. It was found that based on basic educational test results, the average mathematic score of Thai students was still low. As mathematics is one of them are subjects that have a lot of formulas required in order to calculate; this requires learners/students to memorize things causing them to dislike this subject. Therefore, it is a critical problem to be solved. 

                 In addition, an academic project to serve the society was created under the name “Developing Memory Persistence and Attitudes in Mathematics Learning through a Cooperative Learning Model (Student Achievement Team-Division (STAD)) which focuses on developing the process of managing mathematics learning that responds to learners/students so that they can learn happily and to their full potential. This is proceeded by developing learners in classrooms with assorted students with learning management activities, using learning approach that is effective and suitable for learning math content that is management activities which is to learn the Collaborative Techniques for Segmentation of Achievement (STAD) by training on teaching and learning methods, writing lesson plans, using teaching media for two-dimensional animation (2D Animation) together with math teachers in 12 schools in Nopphit District as well as integrating or creating collaborations with internal-external/other related agencies such as the Office of the Permanent Secretary (OPS), MHESI to support and encourage university-level teachers to be mentors in helping primary school teachers in the Nakhon Si Thammarat Primary Education Service Area Office 4 in participating in supporting and driving the operation to be successful by using the knowledge of Teaching Management of STAD, Educational Psychology to motivate students to achieve higher academic achievement and have a good attitude in learning. From doing so, it has created positive impact and create change for the learners/students. There has been an upgrading of quality in terms of education which helps students to make efforts to learn to achieve their goals. As a result, the learning achievement was higher; they were able to remember well and for a longer period. The learners/students also have better relationships among them; it creates sportsmanship in their hearts to be more attentive to others. Furthermore, there have been an expansion of the results of such teaching techniques in other areas.

              Besides what mentioned, as there has been the rapidly changing world situations, these make students in this era change in terms of the dimensions of their life learning, family learning as well as various risks which reflect society and modernity. Therefore, students/learners must adapt to new situations in order to have good-living quality. They must have the knowledge and skills to cope with the changes that occur which means that they must have the ability to adapt. It is necessary to develop life skills and work skills. Therefore, students/learners in this era are excellent in content (mainly in learning subjects). However, only that is no longer enough. They must have both content knowledge and skills that can be applied in life in order to live. In addition, the work problems have been developed for life skills development and with an integrated course on Sufficiency Economy Philosophy by developing a prototype at a new community school. The aim is to have learners/students learn the principles of concepts and put them into practice in daily life, learning the process of working as a team which is a fundamental skill for living. The work process that causes the change is to work proactively which mean there must be a working system to determine the time of work clearly; the goals must be set and to work according to the plan. In working on this project, it is important to meet, monitor and set concrete goals in collaboration with the participation and acceptance of the target group in implementing such project.

                The school director provides support and joins force to drive the preparation of the course. The Sufficiency Economy Philosophy course is included in studying hours, reduce learning time and increase learning time to be contained elective courses in for elementary school students and secondary school students to learn on their own. Teachers are involved in writing the curriculums applying knowledge to teaching and learning management and applying it to their own lives. Students learn with hands-on practice outside the classrooms. The produce was brought back to the parents. In addition, students can apply the knowledge gained in their homes, grow crops, raise animals, reduce household expenses by having supports from parents.

              From the interviews with all parties above, it shows the relationships among schools, parents, students and communities more. The knowledge used to drive this work is the preparation of the course structure which is considered the heart of the course production by studying the content course structure and the content of the elementary school level and secondary in order to be able to connect and integrate with other subjects to reduce the time spent studying content that is redundant. Moreover, the highlight of the course is to practice speaking and reading skills of children. These are important basic skills and are what schools need. Therefore, the curriculum contains the content of Sufficiency Economy, Agriculture, Mathematics, Society, Health Education, Science, Thai and English; it is a concrete integrated teaching and learning management. From such actions, it could be used to benefit, have a positive impact and create changes with the target group to help promote and develop such knowledge. There was an upgrading of quality in terms of education and students’ progress. Parents wish to drive the school curriculum. Teachers have guidelines for working and have applied their knowledge to further study in the curriculum. In addition, it is something to be proud of as teachers and students can apply the knowledge gained in their daily lives as well as develop the curriculum with the goal to cooperate with the Nakhon Si Thammarat Primary Education Service Area Office 4 in pushing schools to use this curriculum in teaching and learning. It is the work in the next process to expand in other areas. Currently, there are 3 schools wishing to use the curriculum in teaching management.


Assistant Professor Doctor Hareesol Khun-inkeeree

School of Languages and General Education

Walailak University, Thasala, Nakhon Si Thammarat 80160

Research Fundings:

  • Office of the Permanent Secretary (OPS), MHESI Thailand
  • WU Social Engagement 2020-2021 / Walailak university

Academic Works:

  • Khun-inkeeree. H., M. S. Omar Fauzee (2020). Authenticating Factor Analysis of Attitude Toward Mathematics Inventory (ATMI) in Thailand. Frontiers in Education Technology, 3(1), 26-39. Doi:  
  • Khun-Inkeeree, H., Pimjan, L., & Adelaja, A. A. (2021). Moderating Effect of Thai Teachers’ Perspective on the Relationship between Teaching Perspectives, Students’ Engagement. International Journal of Instruction, 14(1), 631-646.




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