การพัฒนารูปแบบการจัดการเรียนรู้แบบสืบเสาะหาความรู้ที่เน้นอุปนัยและนิรนัย เพื่อส่งเสริมทักษะและกระบวนการทางคณิตศาสตร์ และเจตคติต่อการเรียนคณิตศาสตร์ เรื่อง ภาคตัดกรวย ของนักเรียนชั้นมัธยมศึกษาปีที่ 4

Aemsawas, S., & Kritkharuehart, S. (2020). A study of how cognitively guided instruction and active learning methods on inequality affect mathematical process skills of Mathayom Suksa 4 students at Mattayom Thanbin Kamphaen Saen School. Journal of MCU Social Science Review, 9(1), 186–197. [Translated]

Aguilar, J. J. (2021). High school students’ reasons for disliking mathematics: The intersection between teachers’ role and students’ emotions, beliefs, and self-efficacy. International Electronic Journal of Mathematics Education, 16(3), em0658. https://doi.org/10.29333/iejme/11294 DOI: https://doi.org/10.29333/iejme/11294

Aungsiri, P., & Chawwatthanakun, C. (2015). The development of an instructional model to enhance attitudes toward mathematics learning of Mathayomsuksa 2 students. In Proceedings of the 12th KU-KPS Conference (pp. 837–849). Office of the Campus, Educational Administration and Student Affairs Division, Kasetsart University, Kamphaeng Saen Campus, Nakhon Pathom, Thailand. [Translated]

Boriboon, A. (2018). Development of mathematics instructional packages using Problem Based Learning (pbl) and Team Games Tournament (TGT) to enhance Mathayom Suksa 3 students’ mathematics process skills, attitude and learning achievement. Education Journal Faculty of Education Kamphaenphet Rajabhat University, 3(5), 107-131. [Translated]

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE DOI: https://doi.org/10.4135/9781036232078.n9

Chaisri, S. (2016). The result of a learning activity on logic by using induction method to create the mathematical concepts for Mathayomsuksa 4 students, Thepha School. (Master of Science in Mathematics Education, Burapha University). [Translated]

Chalatloed, S. (2017). The study of understanding and learning retention on fraction for grade 7 students by using music notes with butterfly method (Master of Science in Mathematics Education, Ubon Ratchathani University). [Translated]

Chanametdissakorn, R. (2016). The comparison of learning achievement, mathematics problem solving ability and attitude toward mathematics of grade 6 students between using the Polya’s problem solving process with the cooperative learning stad technique and the regular teaching approach (Master of Education in Curriculum And Instruction, Burapha University). [Translated]

Chuetawat, C. (2020). A study of mathematical connection ability on conic section for Mathayomsuksa V students via stem education activities (Master of Education in Mathematics, Srinakharinwirot University). [Translated]

Cheausuwantavee, C. (2012). The development of mathematics instructional model to enhance higher order thinking and habits of mind of secondary school students (Doctor of Philosophy Program in Curriculum and Instruction, Silpakorn University). [Translated]

Chuicomwong, N. (2020). Development of mathematics learning model to develop learning achievement, problem solving and analytical thinking ability and mathematics attitude for Prathomsuksa 6 students. Rajabhat Rambhai Barni Research Journal, 14(1), 15-23.

Gidsawong, P. (2021). The study of mathematical reasoning skill by using deductive method for Mathayomsuksa 3 students (Master of Science in Mathematics Study, Silpakorn University). [Translated]

Fuangsomruad, A., & Tunapan, M. (2019). The comparison of mathematical achievement and mathematical problem-solving ability on sequences and series for Mathayomsuksa 5 students between inductive and traditional learning activities approaches (Unpublished master’s thesis, Mahasarakham University). [Translated]

Jaitong, N. (2020). The development of mathematical processes for Mathayomsuksa 5 students by using problem-based learning cooperated with KWDL technique (Unpublished master’s thesis, Mahasarakham University). [Translated]

Iamcham, N. (2016). A study of the challenges and needs in developing mathematics instruction management among teachers in schools affiliated with the Kanchanaburi Primary Educational Service Area Office 1. Online Journal for Graduate Study, Faculty of Education. http://www.edu-journal.ru.ac.th/index.php/abstractData/viewIndex/2053.ru [Translated]

Inprasitha, M. (2014). Processes of problem solving in school mathematics. Center for Research In Mathematics Education. [Translated]

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Kerddee, W. (2014). The comparison of learning achievement and the attitude towards the topic entitled ‘pythagorean theory’, mathematics learning substance group of Mathayomsuksa 2 students using induction and deduction (Master of Education in Curriculum and Instruction, Thepsatri Rajabhat University). https://dric.nrct.go.th/index.php?/Search/SearchDetail/288827 [Translated]

Kongwichian, S. & Vanichwatanavorachai, S. (2021). The development of mathematics process and skills of surface area and volume by design thinking process of ninth grade students. Journal of Education Silpakorn University, 19(2), 497-513. [Translated]

Kotiwong, P., Cheausuwantavee, C., & Sumirattana, S. (2022). A study of mathematics achievement and attitudes of grade 8 students through learning management by using the cooperative learning technique of jigsaw with the series of inductive instruction. Journal of MCU Nakhondhat, 9(7), 72–86. [Translated]

Kudhom, P. (2017). Development of a supplementary curriculum based on metacognition and context-based learning to enhance mathematical skills and processes of Grade 11 students (Unpublished doctoral dissertation, Sakon Nakhon Rajabhat University). [Translated]

Malasai, W. (2019). Development of a teaching–learning model to foster creative mathematical problem-solving abilities in Grade 12 students at Sawang Daen Din School (Research report). Office of the Basic Education Commission, Ministry of Education.

Mathematics Learning Area, Triamudomsuksa Pattanakarn Pathum Thani School. (2020). Academic achievement report: Academic years 2019–2020. Triamudomsuksa Pattanakarn Pathum Thani School. [Translated]

National Institute of Educational Testing Service (Public Organization). (2019). Results of the Ordinary National Educational Test (O-NET): Mathematics, Grade 12, Academic Year 2019. NIETS. [Translated]

National Institute of Educational Testing Service (Public Organization). (2020). Results of the Ordinary National Educational Test (O-NET): Mathematics, Grade 12, Academic Year 2020. NIETS. [Translated]

Noisri, W. (2018). A development of learning activities by sscs model to enhance mathematics problem solving ability on conic sections for grade 10 students (Master in Education in Curriculum and Instruction, Naresuan University). [Translated]

Nualnuch, C. (2017). Effects of organizing learning activities using 5es instructional model and open-ended problem on mathematical reasoning ability and learning achievement of Mathayomsuksa 4 students (Master of Education in Mathematics Teaching, Burapha University). [Translated]

Office of the Basic Education Commission. (2017). Basic education core curriculum B.E. 2551 (Revised 2017). Office of the Basic Education Commission. [Translated]

Office of Learning Resources for Educational Quality Development. (2021). PISA 2018 assessment results: Reading, mathematics, and science. Office of Learning Resources for Educational Quality Development. [Translated]

Omthuan, K. (2021). The effects of mathematics learning activities on the topic of the introduction to data analysis using inquiry method (5E) with concept mapping technique for Mathayomsuksa 5 students. Journal of Teacher Professional Development, 2(1), 64-76. . [Translated]

Ouinong, S. Sokhuma, K. & Plangprasopchok, S. (2021). Learning management using 5E inquiry-based learning to enhance mathematical communications on pyramids, cones and spheres for secondary 3 students (Grade 9). Rajabhat Rambhai Barni Research Journal, 15(3), 95-106. [Translated]

Pornphukhieo, S. (2019). The development of mathematics instruction model for enhancing analytical thinking abilities and learning achievement on sequence of mathematics education group Matthayamsuksa 5 students. e-Journal of Education Studies, Burapha University, 1(3), 57-79.

Phoprapha, P. (2015). The development blended learning with sequences and series to develop mathematical skills and processes for Mathayomsuksa 5 students (Independent Study Master in Educational Technology and Communications, Naresuan University). [Translated]

Plailek, W. (2020). The development of an instructional model based on active learning to enhance process skills and mathematical mind for primary students (Unpublished doctoral dissertation, Silpakorn University). [Translated]

Phaodee, P. (2019). Development of learning activities on conic sections by polya s problem solving process of mathayomsuksa 4 Students (Master of Science in Teaching, Chiang Mai University). [Translated]

Pornsuwan, S. (2021). Development of the MAT3C instructional model to enhance mathematical process skills for Grade 10 students. Pacific Institute of Management Sciences Academic Journal, 7(1), 457–467. [Translated]

Programme for International Student Assessment (PISA). (2021 ). PISA 2018 assessment results: Reading, mathematics, and science. Institute for the Promotion of Teaching Science and Technology (IPST). [Translated]

Rerai, T. & Kamrat, N. (2022). The effects of cooperative learning by STAD technique with geogebra mathematics on conic section of Matthayomsuksa 4 students. Social Sciences Research and Academic Journal, 17(3), 171-184. [Translated]

Ruangsawat, P. (2019). Development of a constructivist-based learning management model to enhance Grade 11 students’ understanding of probability in mathematics (Master’s thesis,Thaksin University).

Sirisuk, S., Wangphanith, P. & Chuanchom, S. (2020). A study of Mathayomsuksa 4 students’ mathematics learning outcomes of conic section using a 5-step learning process. Journal of Education 7(1), 63-71. [Translated]

Sriboon, S. (2018). The learning outcome of STEAM education based on problem based learning to developing mathematical skills and process for seventh grade students (Master of Education in Curriculum And Instruction, Silpakorn University). http://ithesis-ir.su.ac.th/dspace/handle/123456789/1516 [Translated]

Suriyangam, C. (2023). The study of mathematics learning achievement and mathematical problem solving on linear equation with one variable for Mathayomsuksa 1 students by inquiry-based learning (Master of Science In Mathematics Education, Burapha University). https://digital_collect.lib.buu.ac.th/dcms/files/61920208.pdf [Translated]

Tangkawsakul, S. & Makanong, A. (2017). Development of mathematical activity package by using context basedapproach and mathematical modelling to enhance mathematical connection ability and attitude towards mathematics of ninth grade students. Online Journal of Education, 12(3), 442-458. doi:http://doi.org/10.58837/CHULA.THE.2017.768 [Translated] DOI: https://doi.org/10.58837/CHULA.THE.2017.768

Tripaiboon, K. (2014). Development of a learning management model based on constructivist theory integrated with a conceptual-teaching approach to cultivate conceptual understanding and mathematical problem-solving abilities in conic sections among Grade 10 students (Doctoral dissertation, Burapha University).

U-thaisaeng, P. (2020). The development of an instructional model to promote the ability to solve mathematical problems for Nineth grade students. Journal of Roi Et Rajabhat University, 14(2), 63-75. [Translated]

Wangwalsin, W. (2017). Development of an instructional model integrating the mathematical problem-solving process with TGT cooperative learning to enhance mathematical problem-solving skills in Grade 11 students [Unpublished manuscript]. [Translated]

Wisetsiri, B. (2012). Measuring attitudes toward mathematics of Mathayomsuksa 3 EP students. Classroom research [Unpublished manuscript]. [Translated]