The Development of Training Course for Enhancing Mathematics Teachers’ Competencies on Realistic Mathematics Learning Management

Abstract

This study employed a research and development (R&D) approach. The objectives of the study were to: (1) investigate teachers’ needs for developing realistic mathematics learning management competencies; (2) develop a training course to enhance teachers’ competencies in realistic mathematics learning management; and (3) examine the results of implementing the training course designed to enhance teachers’ competencies in realistic mathematics learning management.

The research process was divided into three phases. Phase 1 involved studying the needs for developing realistic mathematics learning management competencies. Phase 2 focused on developing a training course to enhance teachers’ competencies in realistic mathematics learning management. Phase 3 examined the results of implementing the training course designed to enhance teachers' competencies in realistic mathematics learning management. The sample consisted of 25 secondary school mathematics teachers under the Office of the Basic Education Commission (OBEC), Thailand. The research instruments included a competency assessment for realistic mathematics learning management, a knowledge test, and a performance assessment. Data were analyzed using the arithmetic mean, standard deviation, percentage, and content analysis.

The results of the study were as follows:

1. Teachers need to develop the necessary knowledge and skills in mathematics within real-life contexts, including designing and organizing learning activities, as well as assessing and evaluating mathematics in real-life applications. They should demonstrate enthusiasm for exploring connections between mathematics and real-life situations and recognize the importance of effectively designing and organizing learning activities and assessments. Mathematics teachers indicated a need to enhance their competencies in realistic mathematics learning management, particularly in designing and organizing learning activities and assessing the application of mathematics in real life. The preferred training formats were online and blended learning.
2. The training course aimed at enhancing teachers’ competencies in realistic mathematics learning management consisted of 25 hours and included: (1) principles of the training course, (2) objectives of the course, (3) course structure and content, (4) organization of learning activities, (5) learning materials, and (6) measurement and evaluation.

1. Implementation of the training course showed that trainees achieved scores above the 80% criterion in all aspects of the competency assessment, knowledge test, and performance assessment.