A study of mathematical understanding levels in set theory based on the APOS framework by using python programming language for secondary school students
Khemjira Tiengyoo 1 , Sayun Sotaro 2 * , Sermsri Thaithae 2
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1 Department of Mathematics, Faculty of Science and Technology, Thepsatri Rajabhat University, Lopburi, THAILAND2 Department of Mathematics, Faculty of Science, Srinakharinwirot University, Bangkok, THAILAND* Corresponding Author

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).

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 2, Article No: em2400

https://doi.org/10.29333/ejmste/14158

Publication date: 01 Feb 2024

Online publication date: 26 Jan 2024

Article Views: 1403

Article Downloads: 453

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