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بازنمایی عوامل و نشانگان روانشناختی موثر در بروز خطاهای ریاضی دانش آموزان ابتدایی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 5، شماره 1 - شماره پیاپی 8، شهریور 1404، صفحه 42-58 اصل مقاله (715.65 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18774.1152 | ||
| نویسندگان | ||
| وکیل آژیده1؛ منصور کزازی* 2 | ||
| 1دانشجوی دکتری مدیریت آموزش عالی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. | ||
| 2کارشناسی ارشد تحقیقات آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: مشاهدات میدانی، نتایج آزمونهای درونمدرسهای، آزمونهای ملی در درس ریاضی و عملکرد ضعیف دانشآموزان ایرانی در آزمونهای بینالمللی، نشان میدهد که آموزش و درک ریاضی در دوره ابتدایی با مشکلات متعددی همراه است. به همین دلیل پژوهش حاضر با هدف شناسایی عوامل و نشانههای روانشناختی موثر در بروز یا تشدید خطاهای ریاضی دانشآموزان دورهی دوم ابتدایی انجام شد. روشها: بدینمنظور از روش پدیدارشناسی توصیفی استفاده گردید و دادهها با استفاده از مصاحبه نیمه ساختاریافته جمعآوردی گردید. مصاحبهشوندگان به روش ملاکی انتخاب شدند و بعد از 23 مصاحبه اشباع دادهها حاصلشد. بهمنظور افزایش اتکاپذیری، تاییدپذیری، باورپذیری صحت دادهها، از شیوههای «بازبینی در زمان کُدگذاری»، «بهرهگیری از نظرات همکاران پژوهشی و تأیید آنها»، «تبیین جزئیات دقیق فرایند گردآوری و تحلیل دادهها»، «درگیری طولانی مدت»، سهسوسازی و تحلیل موارد منفی استفاده شد. یافتهها: تحلیل دادهها به شناسایی و طبقهبندی سه دسته از عوامل «انگیزشی»، «روانی» و «حافظهای» منجر گردید و 26 نشانهی روانشناختی شناسایی شد. نتیجهگیری: بررسیهای انجام شده نشان داد دانشآموزان دوره دبستان در یادگیری درس ریاضی با چالشهای روانشناختی بسیار زیاد و متنوعی همراه هستند و ادامه این روند میتواند نشاط و پویایی در نظام آموزشی را با آسیبهای بسیاری همراه ساخته و تشکیل کارگروهی تخصصی برای جلوگیری از تداوم این تبعات، از ضرورتی انکارناپذیر است. | ||
| کلیدواژهها | ||
| عوامل روان شناختی؛ خطاهای ریاضی؛ دانش آموزان ابتدایی؛ روش پژوهش کیفی؛ پدیدارشناسی | ||
| عنوان مقاله [English] | ||
| Representation of Psychological Factors and Symptoms of Mathematical Errors in Elementary Students | ||
| نویسندگان [English] | ||
| Vakil Azhideh1؛ Mansour Kazazi2 | ||
| 1PhD Student, Educational Planning & Management Department, psychology and Educational Science Faculty, University of Tehran, Tehran, Iran | ||
| 2Master's Graduate, psychology and Educational Science Faculty, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Field observations, the results of in-school tests, national tests in mathematics, as well as the poor performance of Iranian students in international tests, show that teaching and understanding mathematics in the elementary school is associated with many problems. Methods: For this reason, the current research was conducted with the aim of identifying the factors and psychological signs that are effective in the occurrence or exacerbation. for this purpose, descriptive phenomenological method was used and data was collected using semi-structured interview. The interviewees were selected by criteria and after interviewing 23 people (14 teachers and 9 experts), data saturation was achieved. In order to increase the reliability, verifiability, believability of the data, from the methods of "revision at the time of coding", "utilizing the opinions of research colleagues and confirming them", "explaining the detailed details of the data collection and analysis process", "long-term engagement", triangulation and analysis Negative cases were used. Findings: Data analysis led to the identification and classification of 3 categories of "motivational", "psychological" and "memory" factors, and 26 psychological symptoms were identified. Conclusion: The Researches showed that elementary school students have many and varied psychological challenges in learning mathematics. And the continuation of this process can face many damages to the vitality and dynamism of the educational system and the formation of a specialized working group to prevent the continuation of these consequences is an undeniable necessity. | ||
| کلیدواژهها [English] | ||
| Psychological Factors, Mathematic’ Errors, Elementary Students, Qualitative Research, phenomenological | ||
| مراجع | ||
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