This study aimed to develop a teaching and learning model, based on principles derived from the fields of constructivist theory, schema theory, critical literacy theory, and design theory, to inform the development of hypermedia-mediated learning environments that facilitate the construction of mathematical knowledge by secondary school students in Thailand. In this study, the participants were a group of three secondary school students from the Demonstration school attached to the Faculty of Education at Khon Kaen University (Thailand). In order to ascertain how mathematical learning could be facilitated by the process of designing a web page that could be used to introduce other students to analytic geometry, all three participants were asked to work collaboratively to design an analytic geometry web page. The process of designing the web page was informed by a theoretical model derived from an analysis and synthesis from the research literature on constructivist theory, schema theory, critical literacy theory, and design theory. Findings from the study indicated that the creation of a web page facilitated and enhanced the Thai students' learning about analytic geometry. The major outcomes from the study are a revised theoretical framework to inform the integration of the design of mathematical web pages into Thai mathematics classrooms and a conceptual map framework to assess qualitative and quantitative changes to students' repertoires of knowledge about analytic geometry that emerge during the process of designing a webpage.
| Identifer | oai:union.ndltd.org:ADTP/265445 |
| Date | January 2007 |
| Creators | Pavaputanon, Lha |
| Publisher | Queensland University of Technology |
| Source Sets | Australiasian Digital Theses Program |
| Detected Language | English |
| Rights | Copyright Lha Pavaputanon |
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