Enhancing Fraction Problem-Solving Skills through the PISA-Based Design Thinking Process for Grade 5 Students

Ratchaneekorn Wipha; Wannatida Yonwilad

Authors

Ratchaneekorn Wipha
Wannatida Yonwilad Faculty of Education and Educationnal Innovation https://orcid.org/ 0000-0002-8469-9642

Keywords:

Design Thinking Process, PISA Mathematical Literacy, Problem-solving Dimensions, Fraction operations, Classroom Action Research

Abstract

The action research focused on developing PISA-based mathematics problem-solving skills in fraction operations through design thinking instruction with the Kemmis and McTaggart model in two cycles. Fourteen fifth-grade students from a medium-sized school in Somdet District, Kalasin Province, Thailand, were chosen with purposive sampling. The data collection tools included lesson plans to teach design thinking (8 hours in total), activity sheets that corresponded with PISA, learning reflection forms, as well as essay tests that measured the three PISA dimensions (formulate, employ, and interpret-evaluate). Standardized data from the expert-validated instruments verified the instrument quality with mean scores exceeding 3.51 (5-point scale) and IOC scores >0.50. Overall results indicated that PISA was significantly improved across multiple dimensions from Cycle 1 to Cycle 2. Formulate scores went up from 75.00% to 86.58%, employ scores from 75.22% to 87.78%, and interpret-evaluate scores from 75.67% to 87.44%. The general achievement level was improved from 70.12% (good level) to 80.00% (very good level), whereas the proportion of students who fulfilled proficiency criteria increased from 57.14% to 71.43%. It appears that the design thinking cycle, such as empathize, define, brainstorm, prototype, and test was an efficient way to match up the PISA dimensions and improve the number of students solving the mathematical problems. The results favour design thinking as an evidence-based methodology in the construction of mathematical competencies for elementary school students.

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