Problems and Developmental Approaches for Teaching Mathematics Primary Education in the Three Southern Border Provinces (Yala, Pattani, and Narathiwat)

Abstract

The study titled "Problems and Developmental Approaches for Teaching Mathematics in Primary Education in the Three Southern Border Provinces (Yala, Pattani, and Narathiwat)" aims to investigate the problems and developmental approaches for mathematics instruction, to design instructional learning management innovations, and to evaluate instructional learning management innovations in the Mathematics Learning Area. This research employs a research and development methodology using qualitative research methods. Data were collected from relevant documents and research studies, focus group discussions, and workshops. The informants consisted of 51 Grade 3 mathematics teachers and 51 Grade 6 mathematics teachers, selected through purposive sampling based on their mathematics teaching experience. In addition, 9 educational supervisors from the Primary Educational Service Area Offices in the target areas were selected through purposive sampling. These supervisors were at the senior professional level or higher and were responsible for the Mathematics Learning Area. Data were analyzed using content analysis. The findings reveal that teachers lack instructional materials and teaching techniques, conduct no analysis of test results, and are unable to explain content in connection with real-life situations. Some school administrators do not prioritize supervision, monitoring, and evaluation, and lack positive reinforcement. Students are unable to analyze problem-solving tasks, lack foundational skills, cannot apply their knowledge in practice, and hold negative attitudes toward mathematics. Parents lack understanding of how to support their children's learning and provide insufficient attention and care. The proposed developmental approaches include emphasizing the importance of instructional learning management innovations and designing learning management that fosters students' mathematical skills and problem-solving and situational learning management skills so that students acquire durable and practically applicable knowledge. Emphasis should be placed on consistent practice to develop students' skills and proficiency, integrated in conjunction with learning management. Regular supervision, monitoring, consultation, and positive reinforcement are recommended, along with prioritizing professional learning communities and building parental awareness of the importance of education. The study has designed instructional learning management innovations aligned with learning standards and performance indicators in urgent need of improvement, and evaluation results indicate that these innovations are highly suitable for practical use.