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Content
Volume 26 (2024)
Volume 26, Issue 2 (In Progress)
Pg 71 - 124 (December 2024)
Volume 26, Issue 1
Pg 1 - 70 (June 2024)
Volume 25 (2023)
Volume 25,
Pg 1 - 72 (December 2023)
Volume 24 (2023)
Volume 24,
Pg 1 - 50 (June 2023)
Volume 23 (2022)
Volume 23,
Pg 1 - 101 (December 2022)
Volume 22 (2022)
Volume 22,
Pg 1 - 50 (June 2022)
Volume 21 (2021)
Volume 21, Issue 2
Pg 123 - 206 (December 2021)
Volume 21, Issue 1
Pg 1 - 121 (June 2021)
Volume 20 (2020)
Volume 20, Issue 3
Pg 65 - 125 (October 2020)
Volume 20, Issue 1-2
Pg 1 - 64 (June 2020)
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Volume 19, Issue 3
Pg 141 - 213 (October 2019)
Volume 19, Issue 2
Pg 87 - 139 (June 2019)
Volume 19, Issue 1
Pg 1 - 86 (February 2019)
Volume 18 (2018)
Volume 18, Issue 3
Pg 85 - 120 (October 2018)
Volume 18, Issue 2
Pg 41 - 83 (June 2018)
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Pg 1 - 40 (February 2018)
Volume 17 (2017)
Volume 17, Issue 4
Pg 165 - 229 (November 2017)
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Pg 105 - 163 (August 2017)
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Pg 63 - 103 (May 2017)
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Pg 1 - 61 (February 2017)
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Volume 16, Issue 4
Pg 347 - 433 (November 2016)
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Pg 135 - 242 (May 2016)
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Pg 91 - 158 (November 2014)
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Pg 1 - 89 (August 2014)
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Pg 103 - 203 (May 2014)
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Pg 1 - 101 (February 2014)
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Volume 11, Issue 2
Pg 123 - 241 (November 2013)
Volume 11, Issue 1
Pg 1 - 121 (August 2013)
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Volume 10, Issue 2
Pg 109 - 213 (May 2013)
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Pg 1 - 107 (February 2013)
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Volume 9, Issue 2
Pg 95 - 217 (November 2012)
Volume 9, Issue 1
Pg 1 - 93 (August 2012)
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Volume 8, Issue 2
Pg 85 - 183 (May 2012)
Volume 8, Issue 1
Pg 1 - 83 (February 2012)
Volume 7 (2011)
Volume 7, Issue 2
Pg 81 - 162 (November 2011)
Volume 7, Issue 1
Pg 1 - 80 (August 2011)
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Pg 81 - 165 (May 2011)
Volume 6, Issue 1
Pg 1 - 80 (February 2011)
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Volume 5, Issue 2
Pg 87 - 171 (November 2010)
Volume 5, Issue 1
Pg 1 - 85 (August 2010)
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Volume 4, Issue 2
Pg 93 - 188 (May 2010)
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Pg 1 - 91 (February 2010)
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Volume 3, Issue 3
Pg 203 - 293 (October 2009)
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Pg 105 - 201 (June 2009)
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Pg 1 - 104 (February 2009)
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Pg 91 - 217 (December 2008)
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Pg 1 - 89 (June 2008)
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Pg 67 - 140 (December 2007)
Volume 1, Issue 1
Pg 1 - 65 (June 2007)
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Far East Journal of Mathematical Education
Far East Journal of Mathematical Education
Volume 5, Issue 2, Pages 127 - 140 (November 2010)
A STUDENT-CENTERED LEARNING IN THE COURSE OF MATHEMATICAL PROOF USING T5 TEACHING METHOD
Supunnee Sanpinij, Sa-At Muangchan and Supot Seebut
Abstract:
One of the main focuses of higher education reform in Thailand call for the development of student autonomy. In order to respond to this, student-centered learning is considered as an approach into classroom because it increased the sense of autonomy in the learner. However, present situation of the teaching and learning in higher education institutions are perceived as having placed too much emphasis on memorization and contents. This is especially true in the course of mathematical proof in which the teaching style relies solely on lectures and the traditional teaching emphasizing that a mathematical statement is true if it can be proved leads students to distinguish proof exploratory activities. However, proof is not only understood in the traditional rigid and absolute ways, but it also embraces many other functions. The main purpose of the present paper is to describe about how to integrate T5 teaching method into the course of mathematical proof to make classroom activity more student-centered learning and to promote students to do all proof functions through investigation and collaboration.
Keywords and phrases:
collaborative learning, function of proof, mathematical proof, student-centered learning, T5 teaching method.
Number of Downloads:
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P-ISSN: 0973-5631
E-ISSN: 2583-343X
Journal Stats
Publication count:
326
Citation count (Google Scholar):
419
h10-index (Google Scholar):
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h-index (Google Scholar):
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