Areerat Nonsuwan
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Areerat Nonsuwan has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
- Bovornpot Choompunuch
Mahasarakham University
1 shared publication - Kanyarat Cojorn
Mahasarakham University, Thailand
1 shared publication - Kanyarat Sonsupap
Mahasarakham University, Thailand
1 shared publication - Sawitree Ranmechai
Department of Educational Research and Development, Faculty of Education, Mahasarakham University, Mahasarakham, THAILAND
1 shared publication - Sukanda Dankunprasert
Department of Educational Research and Development, Faculty of Education, Mahasarakham University, Mahasarakham, THAILAND
1 shared publication - Yanapat Tongron
Department of Mathematics, Faculty of Science and Technology, Nakhon Ratchasima Rajabhat University, Nakhon Ratchasima, THAILAND
1 shared publication
Latest Publications
- Open Access
- 1 October 2025
- Published by Modestum Ltd in EURASIA Journal of Mathematics, Science and Technology Education
- Vol. 21 (10) , em2720
Bridging knowledge and community: Innovative community-based learning to strengthen mathematic pre-service teachers’ problem-solving competency
This study aims to develop a learning activity grounded in the community-based learning (CBL) approach to enhance the problem-solving competency of mathematics pre-service teachers. Designed using the ADDIE instructional design model, the process spanned from needs assessment to post-implementation evaluation. The prototype was tested with 24 mathematics pre-service teachers through open-ended assessments. The study introduces a structured framework for CBL activities in five stages: preparation, problem identification, creation, implementation, and reflection. Findings show that CBL activities significantly enhance problem-solving competency by bridging theoretical knowledge with real-world contexts. This approach not only strengthens problem-solving abilities but also supports deeper integration of knowledge into teaching practice. By incorporating CBL principles into the ADDIE model, the study offers a collaborative, practical strategy for instructional design. Peer interaction was facilitated through group projects, while community engagement involved working with local stakeholders to address authentic problems–both integral to developing the problem-solving capacity of future mathematics teachers.
- 1 October 2025
- Published by Modestum Ltd in EURASIA Journal of Mathematics, Science and Technology Education
- Vol. 21 (10) , em2720
Open AccessBridging knowledge and community: Innovative community-based learning to strengthen mathematic pre-service teachers’ problem-solving competency
This study aims to develop a learning activity grounded in the community-based learning (CBL) approach to enhance the problem-solving competency of mathematics pre-service teachers. Designed using the ADDIE instructional design model, the process spanned from needs assessment to post-implementation evaluation. The prototype was tested with 24 mathematics pre-service teachers through open-ended assessments. The study introduces a structured framework for CBL activities in five stages: preparation, problem identification, creation, implementation, and reflection. Findings show that CBL activities significantly enhance problem-solving competency by bridging theoretical knowledge with real-world contexts. This approach not only strengthens problem-solving abilities but also supports deeper integration of knowledge into teaching practice. By incorporating CBL principles into the ADDIE model, the study offers a collaborative, practical strategy for instructional design. Peer interaction was facilitated through group projects, while community engagement involved working with local stakeholders to address authentic problems–both integral to developing the problem-solving capacity of future mathematics teachers.