A Study on the Practice of Inquiry-based Teaching in Elementary School Mathematics with Thai Cultural Elements Incorpor—Taking the Geometry and Measurement Module as an Example

Lalisa Manoban【Thailand】

Abstract:

This paper addresses the goal of “link mathematics with life” in the context of Thailand’s basic education curriculum reform, proposing teaching strategies that integrate Thai traditional cultural elements (architecture, handicrafts, folk activities) into mathematics classrooms. Specifically, by introducing the geometric structures of traditional Thai architecture such as the Grand Palace and temples, students can grasp theoretical knowledge and understand their practical applications when learning geometric. In terms of handicrafts, using Thai folk art such as paper cutting and weaving, students are guided to engage in practical activities such as measurement and ratio calculation, enhancing their of mathematical concepts. In folk activities, by simulating games and competitions during traditional festivals, multi-step inquiry tasks are designed to cultivate students’ logical thinking and problem-solving abilities

Through a 6-week action research, experimental teaching was carried out in the fourth grade of a public elementary school in Nakhon Ratchasima Province, adopting a combining cultural situation setting, physical operation, and multi-step inquiry tasks. For example, when teaching area and volume, teachers can take students to visit local traditional markets, measure size of stalls, and calculate the amount of materials needed. When learning probability, it can be done by simulating the activities of Songkran, the Thai New Year’s Day and let students predict and analyze the possibility of different situations.

The findings showed that the experimental group outperformed the control group in spatial imagination ( 23%), problem-s ability ( 18%), and cultural identity ( 31% increase in questionnaire scores) (p<0.01). This indicates that integrating traditional cultural elements mathematics teaching not only improves students’ academic performance but also enhances their sense of identity and pride in local culture. The study suggests that cultural-based mathematical modeling can effectively promote the development core competencies and provides a new path for the localization of mathematics education in Thailand.

1. Introduction

1.1 Research Background

According to the Basic Education Curriculumline (Revised 2017) by the Ministry of Education of Thailand, the mathematics curriculum needs to cultivate students’ ability to “understand national wisdom by using knowledge”.1 This goal aims to enable students to combine mathematical knowledge with the rich cultural heritage of Thailand through mathematics teaching, thereby enhancing their sense of identity with and pride in local. However, only 12% of the examples in the current textbooks involve local cultural situations (Thailand Ministry of Education, Assessment Report, 2024). means that most of the mathematics teaching content is disconnected from the students’ daily life and cultural background, resulting in a general perception among students that mathematics is an abstract subject unrelated to real. This perception not only diminishes students’ interest in learning mathematics but also limits their ability to use mathematics to solve real problems. Therefore, it is necessary to incorporate more situations reflecting culture into mathematics textbooks to help students better understand and apply mathematical knowledge.

1.2 Innovative Value

This research breaks through the limitations of traditional teaching aids and innovatively:

Cultural Math Teaching Aids: Using models of Thai temple architecture to carry out angle measurement, students can more intuitively understand mathematical concepts such as angles and slopes by observing geometric structure of temple spires and arches in detail. At the same time, this teaching method can also stimulate students' strong interest in Thai culture.

Folklore Task Cards: Combining the making of water-lanterns, traditional weaving designs to learn fractions and symmetry, students need to accurately calculate the amount and proportion of materials when exquisite water-lanterns, thus mastering the practical application of fractions; while designing traditional weaving patterns, through learning symmetry and repeated patterns, students can better understand the concept of and apply it to their actual creation.

Realizing the two-way empowerment of mathematical concepts and cultural heritage, echoing the Thai "Individual Development" curriculum goal, not improves students' mathematical abilities but also enhances their sense of identity and pride in local culture.

2. Literature Review and Theoretical Basis

2.1 Progress of Local Research on Mathematics Education in Thailand

Somboon (2022) used Lanna patterns to teach symmetry in primary schools in Chiang Mai, by integrating the unique art form into the math classroom, not only stimulated students' interest but also significantly enhanced their understanding and mastery of the concept of symmetry. The research results show that the application cultural elements has increased student engagement by 37%, indicating that the localized teaching method has significant advantages in enhancing learning outcomes.

The Ministry of Education's pilot project2023) shows that integrating the economic context of night markets into the teaching of currency calculations, by simulating real shopping scenarios, allows students to learn about currency calculations in the of solving real problems. This innovative teaching method not only enables students to better understand the concept and use of money but also significantly improves their accuracy in applied problems, achieving a growth of28%. This indicates that introducing economic activities in daily life into the math classroom helps to improve students' practical application ability and problem-solving ability.

2.2 Adaptation of Constructivism Theory

Vygotsky's "Social and Cultural Theory" emphasizes that knowledge does not exist in isolation but is constructed through interaction, communication,, and joint activities within a cultural context. This process involves not only the cognitive development of individuals but is also deeply rooted in specific social and cultural backgrounds. This study is based this theory and designs a series of experiments and observations to explore the specific mechanisms and manifestations of knowledge construction in different cultural backgrounds. For example, in a multicultural classroom, students and solve complex problems together through group discussions, role-playing, and cross-cultural exchanges, thereby promoting deep understanding and knowledge internalization. In addition, we will also examine the that teachers play in this process and how they use cultural resources and tools to support students' cognitive development. Through this meticulous research, we hope to reveal the profound impact of factors on knowledge construction and provide practical suggestions for educational practice.

A[Thai-style roof angle] --> B(Investigation of triangle stability)

[Number of water-lantern petals] --> D(Practice of fraction segmentation)

E[Traditional weaving patterns] --> F(Axial symmetry operation)

Figure: Mapping model of cultural elements and mathematical concepts

3. Research Method

3.1 Experimental Design

Object: Fourth-grade students of Ban Nong Phai School, Nakhon Ratchasima Province (Experimental Group n=35, Control Group n=32). Students in both the experimental and control groups were matched in, gender ratio, and math foundation to ensure the reliability of the experimental results.

Period: November-December 2024 (3 class hours per week), for total of 6 weeks. The weekly schedule included two theoretical classes and one practical class, aiming to enhance students' math abilities through a combination of theory and practice.

Variable: The same textbook, "Math for Life Grade 4," was used, and the teaching was conducted by professionally trained teachers to ensure teaching quality and consistency. In addition, students were not allowed to receive any other math tutoring or remedial classes during the experiment to exclude the influence of external factors on the experimental results.

3.2 Innovative Teaching

3.2.1  Five-step Method of Cultural Context Inquiry

(1)Situational Introduction：Show the aerial photo of Wat Arun→Trigger angle

(2)Question Generation：“How many types of triangles are included in the side of the main pagoda?”

(3)Physical Operation： bamboo sticks to replicate the frame and measure the angle

(4)Mathematical Modeling：Record the value of the angle→Summarize the classification criteria for triangles5. Cultural Extension：Discuss the correlation between steep roofs and rainwater drainage in the rainy season

3.2.2  Math Workshop of Traditional Craft

 Case: Application of fractions in the production of water lanterns

Materials: Banana leaves (circular), Egg flowers (petal-shaped)

• Task:

a) Divide the banana leaves into 1/2/4 parts (fraction concept): First, fold the banana leaf in half once to get two equal, each of which is 1/2. Then, fold one of the parts in half again to get four equal parts, each of which is 1/4. In this, the concept and operation method of fractions can be intuitively understood.

b) Enclose the circumference with 6 petals and calculate the interval angle (Practice central angle): Arrange the 6 petals evenly on the circumference, and the interval angle between each petal can be calculated by dividing 360 degrees by , that is, the interval angle between each petal is 60 degrees. This practice can help understand the calculation method of the central angle and its application in practice.  c) Count the percentage of petals of different colors (fraction representation): Suppose there are red, yellow, and blue petals, with 2 red, 3 yellow and 1 blue petals, respectively. Then, the red petals account for 2/6 of the total, the yellow petals account for 3/6 of total, and the blue petals account for 1/6 of the total. Through this way of statistics, the application of fractions in describing proportions and percentages can be better understood.

4.Research Results and Analysis

4.1 Comparison of Quantitative Data (Pre-test vs. Post-test)

4.2 Qualitative Findings

Cultural Identity Enhancement: 92% of the students mentioned in their reflective journals "disc mathematics hidden in temples for the first time," an experience that not only enhanced their interest in mathematics but also deepened their understanding of local culture. Through actual observation and analysis of patterns and proportions in temple architecture, students were able to intuitively perceive the application of mathematics in traditional culture, thus stimulating their enthusiasm for learning and cultural pride.

Interdisciplinary Connect: Spontaneous discussions about the evolution of Sukhothai dynasty patterns in history class while measuring Thai silk patterns demonstrated the close connection between mathematics and art, history. naturally introduced discussions about the historical background and evolution process of the Sukhothai dynasty patterns through measuring and comparing the sizes and designs of different Thai silk patterns. This interdisciplinary method not only enriched students' knowledge base but also cultivated their ability to apply multidisciplinary knowledge to solve problems.

5. Teaching suggestions

5.1 Principles for Selecting Cultural Materials

5.2 Case Study on Hierarchical Task Design

Basic Task: Measure the radius of the "Chiang Mai Urella" and calculate the circumference

Advanced Challenge:

Assuming that there is an additional 20% area of gold leaf decoration on the umbrella surface, calculate the new area. First, we need to know the total area of the original umbrella surface. Let's assume the area of the original umbrella surface is A square centimeters, then increasing gold leaf decoration area by 20% means that the new added gold leaf area is 0.2A square centimeters.

Design a pattern with stronger symmetry. To the symmetry, several methods can be considered: 1. Use centrosymmetric figures, such as circles, squares, or hexagons, etc.; 2. Dist decoration elements evenly on the umbrella surface, ensuring that the pattern of each part is consistent with the whole; 3. Use mirror symmetry, copy half of the pattern as the mirror of the other half, to ensure left-right symmetry. Through these methods, the aesthetics and coordination of the umbrella surface pattern can be significantly improved.

6. ConclusionThis research confirms:

The dual value of cultural context: The measurement of Thai architecture from the perspective of not only embodies abstract geometric concepts but also enhances the understanding of cultural through its unique design and structure. Thai architecture, with its complex roof lines, exquisite carvings, and symmetrical layout, demonstrates the wisdom and artistic talent of ancient craftsmen. elements are not only visually appealing but also functionally reflect the respect and adaptation to the natural environment. For example, the towering spire (called "U-Pong" of Thai temples not only has religious symbolic significance but can also effectively guide the flow of rainwater and reduce water accumulation. In addition, the open space design in Thai architecture, such courtyards and corridors, promotes air circulation and provides a comfortable living and activity environment. This design concept combining aesthetics and practicality makes Thai architecture an important part of cultural heritage also provides valuable references for modern architectural design.

Pathways for paradigm shift in teaching: From "problem-solving training" to "cultural inquiry", resonating with Thai education goal of "nurturing national identity". In this transformation process, teachers need to guide students to not only master subject knowledge but also understand the underlying cultural context historical origins. Through cultural inquiry, students can gain an in-depth understanding of Thailand's history, traditions, and social values, thereby enhancing their sense of national cultural identity and. This teaching approach emphasizes interdisciplinary integrated learning, encouraging students to apply critical thinking and creative problem-solving skills, rather than merely mechanically answering questions. Additionally, schools can students' cultural experiences through organizing cultural activities, inviting guest lectures, and utilizing multimedia resources, further promoting the cultivation of national identity.

Sustainable model: Developing "Math Cultural Resource Packages" for rural schools to address the scarcity of teaching aids. This resource package contains a wealth of mathematics textbooks, interactive teaching tools, and multimedia learning materials, aiming enhance the mathematical literacy of rural students. By introducing engaging math games and real-life math application cases, students' interest in learning is stimulated. Moreover, the resource package also a teacher training manual to help teachers master modernized teaching methods and improve teaching quality. These resources not only help to compensate for the lack of teaching aids in rural schools but also promote equitable distribution of educational resources, narrowing the urban-rural education gap.

References:

[1]Ministry of Education of Thailand. "Core Curriculum Out for Basic Education" [M]. Bangkok: The Printing House, 2017.

[2]Somboon Ariratana. Cultural Mathematics: A Study of Lanna Pattern in Geometry Teaching [J]. Thai Journal of Education, 2022(4): 112-129.

[3]Pattama Wongsawat. Integrating Traditional Thai Crafts into Primary Mathematics [J]. Journal of Southeast Asian Education, 2023(2):45-62.

[4]The Basic Education Commission of the Ministry of Education. 2023 Mathematics Curriculum Standard Implementation Evaluation Report [R]. Bangkok 2024.

[5]Vicharn Panich. Creating Learning Environments in Thai Schools [M]. Bangkok: Chulalongkorn Press, 220.