Panthong Wisdom Primary School, Phuket, Thailand

Abstract: In response to the curriculum reform requirements of Thailand’s 2017 Basic Education Core Curriculum, targeting the prominent problems in current mathematics assessment dominated by standardized tests, lack of cultural contexts, and delayed feedback, this study constructs a three-dimensional model integrating a process tracking assessment system, a cultural mapping task matrix, and a dynamic adjustment mechanism. A controlled experiment conducted in six primary schools across Bangkok and Chiang Mai (N=360) confirms that the proposed model improves students’ mathematics application ability by 38%, increases the transfer rate of problem-solving skills by 32%, and enhances the timeliness of teaching decision-making driven by assessment data by 85%. The core innovations are threefold: (1) the development of a visualized problem-solving thinking assessment tool; (2) the establishment of a task library rooted in Thai daily life contexts; (3) the design of a mathematics cultural evaluation framework based on Buddhist calendar festivals.

Keywords: process-oriented assessment; cultural mapping; dynamic adjustment; problem-solving thinking trajectory; Thai mathematics education