āļ›āļĢāļ°āļ§āļąāļ•āļīāļ­āļēāļˆāļēāļĢāļĒāđŒāļ”āļĢ. āļ­āļēāļĢāļīāļĒāļē āļŠāļļāļĢāļīāļĒāļ™āļ•āđŒ

āļ­āļēāļˆāļēāļĢāļĒāđŒāļ”āļĢ. āļ­āļēāļĢāļīāļĒāļē āļŠāļļāļĢāļīāļĒāļ™āļ•āđŒ


āļ›āļĢāļ°āļ§āļąāļ•āļīāđāļĨāļ°āļœāļĨāļ‡āļēāļ™āļ—āļēāļ‡āļ§āļīāļŠāļēāļāļēāļĢ


  • āļ‚āđ‰āļ­āļĄāļđāļĨāļŠāđˆāļ§āļ™āļ•āļąāļ§
    • āļŠāļ·āđˆāļ­ – āļŠāļāļļāļĨ :  āļ”āļĢ. āļ­āļēāļĢāļīāļĒāļē āļŠāļļāļĢāļīāļĒāļ™āļ•āđŒ
    • āļ•āļģāđāļŦāļ™āđˆāļ‡āļ—āļēāļ‡āļ§āļīāļŠāļēāļāļēāļĢ : āļ­āļēāļˆāļēāļĢāļĒāđŒ
    • āļŠāļąāļ‡āļāļąāļ” : āļŠāļēāļ‚āļēāļ§āļīāļŠāļēāļ„āļ“āļīāļ•āļĻāļēāļŠāļ•āļĢāļĻāļķāļāļĐāļē āļ„āļ“āļ°āļ„āļĢāļļāļĻāļēāļŠāļ•āļĢāđŒ āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ™āļ„āļĢāļžāļ™āļĄ
    • āļ­āļĩāđ€āļĄāļĨāđŒ :
  • āļāļēāļĢāļĻāļķāļāļĐāļē
    • 2556 - āļ›āļĢ.āļ”. āļ„āļ“āļīāļ•āļĻāļēāļŠāļ•āļĢāļĻāļķāļāļĐāļē (āļ›āļĢāļīāļāļāļēāđ€āļ­āļ) āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ‚āļ­āļ™āđāļāđˆāļ™

    • 2548- āļĻāļĻ.āļĄ. (āļĻāļķāļāļĐāļēāļĻāļēāļŠāļ•āļĢāđŒāļāļēāļĢāļŠāļ­āļ™) āļāļēāļĢāļŠāļ­āļ™āļ„āļ“āļīāļ•āļĻāļēāļŠāļ•āļĢāđŒ (āļ›āļĢāļīāļāļāļēāđ‚āļ—) āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāđ€āļāļĐāļ•āļĢāļĻāļēāļŠāļ•āļĢāđŒ

    • 2542- āļ„.āļš. āļ„āļ“āļīāļ•āļĻāļēāļŠāļ•āļĢāđŒ (āļ›āļĢāļīāļāļāļēāļ•āļĢāļĩ) āļŠāļ–āļēāļšāļąāļ™āļĢāļēāļŠāļ āļąāļāļŠāļāļĨāļ™āļ„āļĢ

  • āļœāļĨāļ‡āļēāļ™āļ§āļīāļŠāļēāļāļēāļĢ

    āļ­āļēāļĢāļīāļĒāļē āļŠāļļāļĢāļīāļĒāļ™āļ•āđŒ. (2555). āļāļēāļĢāļŠāļģāļĢāļ§āļˆāļĒāļļāļ—āļ˜āļ§āļīāļ˜āļĩāđ€āļŠāļīāļ‡āļ„āļ§āļēāļĄāļ•āļĢāļ°āļŦāļ™āļąāļāđƒāļ™āļāļēāļĢāļ„āļīāļ”āļ‚āļ­āļ‡āļ™āļąāļāđ€āļĢāļĩāļĒāļ™āļĢāļ°āļŦāļ§āđˆāļēāļ‡āļāļēāļĢāđāļāđ‰āļ›āļąāļāļŦāļēāđƒāļ™āļŠāļąāđ‰āļ™āđ€āļĢāļĩāļĒāļ™āļ„āļ“āļīāļ•āļĻāļēāļŠāļ•āļĢāđŒāļ—āļĩāđˆāđƒāļŠāđ‰āļ§āļīāļ˜āļĩāļāļēāļĢāđāļšāļšāđ€āļ›āļīāļ”: āļ‚āđ‰āļ­āļĄāļđāļĨāđ€āļŠāļīāļ‡āļ›āļĢāļ°āļˆāļąāļāļĐāđŒāļˆāļēāļāļŠāļąāđ‰āļ™āđ€āļĢāļĩāļĒāļ™. āļ§āļēāļĢāļŠāļēāļĢāļĻāļķāļāļĐāļēāļĻāļēāļŠāļ•āļĢāđŒāļ›āļĢāļīāļ—āļąāļĻāļ™āđŒ,27(2), 159-174.    

    āļ­āļēāļĢāļīāļĒāļē āļŠāļļāļĢāļīāļĒāļ™āļ•āđŒ. (2559). āļāļēāļĢāļŠāļģāļĢāļ§āļˆāļ„āļļāļ“āļĨāļąāļāļĐāļ“āļ°āļšāļąāļ“āļ‘āļīāļ•āļ—āļĩāđˆāļžāļķāļ‡āļ›āļĢāļ°āļŠāļ‡āļ„āđŒāđāļĨāļ°āļœāļĨāļāļēāļĢāđ€āļĢāļĩāļĒāļ™āļĢāļđāđ‰āļ•āļēāļĄāļ„āļ§āļēāļĄāļ•āđ‰āļ­āļ‡āļāļēāļĢāļ‚āļ­āļ‡āļœāļđāđ‰āđƒāļŠāđ‰āļšāļąāļ“āļ‘āļīāļ• āļŦāļĨāļąāļāļŠāļđāļ•āļĢāļ„āļĢāļļāļĻāļēāļŠāļ•āļĢāļšāļąāļ“āļ‘āļīāļ• āļŠāļēāļ‚āļēāļ§āļīāļŠāļēāļ„āļ“āļīāļ•āļĻāļēāļŠāļ•āļĢāļĻāļķāļāļĐāļē.

    āđ€āļ­āļāļŠāļēāļĢāļ›āļĢāļ°āļāļ­āļšāļāļēāļĢāļ›āļĢāļ°āļŠāļļāļĄāļ—āļēāļ‡āļ§āļīāļŠāļēāļāļēāļĢāļ”āđ‰āļēāļ™āļ„āļ“āļīāļ•āļĻāļēāļŠāļ•āļĢāļĻāļķāļāļĐāļē āļ„āļĢāļąāđ‰āļ‡āļ—āļĩāđˆ 2. 5 - 7 āļāļļāļĄāļ āļēāļžāļąāļ™āļ˜āđŒ 2559. āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ—āļąāļāļĐāļīāļ“.

    Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2009). Metacognitive Strategy in Problem Solving by 1st Grade Student in Classroom Through Lesson Study

    and Open Approach: Six Different Ways in Problem Solving “6+3+4”. Proceeding of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33), Thessaloniki, Greece (July 19 – 24, 2009).

    Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2010). 1stGrade Students’ Metacognitive Strategies in Open-Ended Problem Solving Situation:

    Evidence from Students’ Written Work. Proceeding of the Fifth East Asia Regional Conference on Mathematics Education (EARCOME5), Tokyo,Japan (August 18 – 22, 2010).

    Suriyon, A. (2011). Students’ Metacognitive Strategies in Open-Ended Problem Solving Situations. Proceeding of the 16th Annual Meeting in Mathematics (AMM2011), Faculty of Scicence, Khon Kaen University, Thailand. (March 10 - 11, 2011).

     Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2011). Exploring Students’ Metacognitive Strategies During Problem Solving in Mathematics

    Classroom using the Open Approach. Proceeding of 35th Conference of the International Group for the Psychology of Mathematics Education (PME35), Ankara, Turkey (July 10-15, 2011).

    Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2011). Creating the Survey Form of Students’ Metacognitive Strategies during Problem Solving in Mathematics Classroom using Open Approach. Proceeding of International Conference of Educational Research (ICER 2011: Learning Communities for Sustainable Development), Faculty of Education,

    Khon Kaen University, Thailand, (September 9-10, 2011).

    Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2013). Contextual Factors in the Open Approach-Based Mathematics Classroom Affecting Development of

    Students’ Metacognitive Strategies. Sociology Mind, 3, 284-289. doi:10.4236/sm.2013.34038.

    Suriyon, A. , Inprasitha, M. & Sangaroon, K. (2013). Students’ Metacognitive Strategies in the Mathematics Classroom Using OpenApproach. Psychology, 4, 585-591. doi: 10.4236/psych.2013.47084.

    Suriyon, A. , Yatakot, P. (2015). Development of Mathematical Problem Solving Process through Reflection among Science Students. WALS International

    Conference 2015,November 24-26, 2015, Khon Kaen University, Thailand.



 

 

 

 

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