Mathematical Journal by The Mathematical Association of Thailand Under The Patronage of His Majesty The King

Finding The Number of Spanning Trees on The Tricyclic Graph

Padtaya Meesuk — 2024-12-25

For each and a connected graph of order is said to be a -cyclic graph if is a graph with size and a 3-cyclic graph is said to be a tricyclic graph. In this paper, we find the number of spanning trees on the tricyclic graph, considering 4 types from the number of cycles. Then use the counting techniques to find the number of spanning trees on the tricyclic graph of each type.

Keywords: Spanning tree, Number of spanning trees of graph, Tricyclic

On The Rectangle Flanks of A Triangle

Komsan Chaiyakarn — 2024-12-25

In this paper, we show that if the rectangle flanks of triangle are squares, then the ratio of the sum of the areas of the 2^nd order rectangle flanks to the sum of the areas of the 1^st order rectangle flanks is 3. On the other hand, the ratio equal to if the length of the free side is half of the length of the flank side.

The Plank Partition Problem

Worachead Sommanee — 2024-12-25

In this paper, we prove the method for a partition of a plank to be the same parts where a width of the plank is units and its length is greater than units when is the least positive integer such that and is divided by , by using a ruler and an equipment for cutting. This is an application of a geometrical knowledge to solve the problem easily.

Teaching Mathematics: When Using Active Learning in Mathematics Classroom

Mathasit Tanyarattanasrisakul — 2024-12-25

Active learning in mathematics goes beyond simply having fun activities, group discussions, hands-on activities, transferring knowledge to others, or immediate application of knowledge. This academic article aims to present the concept of active learning, its characteristics in mathematics education, and example of active learning in mathematics, specifically on the Pythagorean theorem. The main points include:
1) Active learning approach encourages students to actively participate in learning activities, using their knowledge, skills, and higher-order thinking processes to construct their understanding through social interactions. It involves the assimilation of new experiences and the accommodation of their existing schemas to achieve equilibration; 2) The key features of active learning in mathematics include presenting mathematical activities that invite student participation, engaging students in activities that respond to their curiosity, reflecting on learning activities, and participating in social interactions to communicate and discuss mathematical concepts embedded in the activities; and 3) One example of using active learning in mathematics on Pythagorean theorem is a lesson called “Geometry on an Octagonal Umbrella”.
It starts with presenting engaging information, organizing activities where students use mathematics to find answers to their questions, reflecting on what they have learned, and discussing to communicate their mathematical ideas.