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بررسی انواع درکهای دانشآموزان دورة متوسطه در مواجهه با شکل هندسی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| دوره 11، شماره 2 - شماره پیاپی 31، تیر 1401، صفحه 353-387 اصل مقاله (2.32 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| سیما ربی1؛ نسیم اصغری* 2 | ||
| 1گروه ریاضی و آمار، واحد تهرانمرکزی، دانشگاه آزاد اسلامی، تهران، ایران | ||
| 2گروه ریاضی و آمار، دانشکدة علوم و فناوری های همگرا، واحد تهرانمرکزی، دانشگاه آزاد اسلامی، تهران، ایران | ||
| چکیده | ||
| بازنمایی، یکی از ابزارهای مناسب برای نمایش روابط بین اجزای یک مفهوم یا موقعیت است، اما هر بازنمایی نمیتواند یک مفهوم ریاضی را بهطور کامل شرح دهد، بلکه فقط اطلاعاتی راجع به جنبههایی از آن مفهوم را نشان میدهد. حل یک مسئلة هندسی، اغلب اوقات نیازمند تعامل بین این سه درک (اجمالی، عاملی و استدلالی) و تشخیص تمایز آنها از یکدیگر است. این مطالعه بر آن است که چگونگی درکهای اجمالی و عاملی دانشآموزان دورة متوسطه در مواجهه با شکل هندسی را هنگام انجام تکالیف هندسی بررسی کند، بدین منظور طی یک مطالعة موردی آزمونی براساس چارچوب دووال (1998) متشکل از دو فعالیت با شرکت 305 دانشآموز پایة نهم دهم و یازدهم برگزار شد. تجزیه و تحلیل پاسخهای دانشآموزان براساس چارچوب استدلال شناختی دووال انجام شد. نتایج نشان داد بسیاری از دانشآموزان برای پاسخ به سؤالات هندسی از درک اجمالی نسبت به درک عاملی بیشتر استفاده میکنند. همچنین، تدریس هندسه با توجه به درکهای اجمالی و عاملی میتواند به دانشآموزان کمک کند تا از مسیر درک طبیعی نگاهکردن به شکل هندسی به مسیر درک استدلالی ارتقا یابند. بنابراین، یافتههای این تحقیق میتواند افق تازهای برای آموزش ضمن خدمت معلمان بگشاید. | ||
| کلیدواژهها | ||
| آموزش هندسه؛ بازنمایی؛ درک اجمالی و عاملی؛ دورة متوسطه | ||
| عنوان مقاله [English] | ||
| Investigating of Different Apprehensions of Secondary school Students When Confronting Geometric Figures | ||
| نویسندگان [English] | ||
| Sima Rabbi1؛ Nasim Asghary2 | ||
| 1Department of Mathematics and Statistics, Central Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| 2Department of Mathematics and Statistics, Faculty of Science and Congruent Technologies, Central Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده [English] | ||
| Representation is one of the appropriate tools for displaying the relationship between the components of a concept or a situation. However, any representation cannot completely describe a mathematical concept and can only provide information regarding some aspects of that concept. Solving a geometrical task often requires interaction among these three types of apprehension (perceptual, operative, and discursive) and recognition of their differences. This study aims to investigate middle school students’ apprehensions about confronting geometrical figures when doing geometry homework. Thus, a case study was designed. To this end, a test based on Duval (1998) was given to 305 students of the ninth, tenth, and eleventh grades. Qualitative analysis of the answers based on Duval’s cognitive argument indicated that most of the students use perceptual apprehension more than operative apprehension to solve the problems. Further, teaching geometry regarding cognitive apprehensions can help students to promote from the natural path of looking at a geometrical figure to the mathematical one. Therefore, the findings of this study can shed light on the in-service training of teachers. | ||
| کلیدواژهها [English] | ||
| Geometry education, Operative apprehension, Perceptual apprehension, Representation, Secondary School | ||
| مراجع | ||
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