| تعداد نشریات | 25 |
| تعداد شمارهها | 497 |
| تعداد مقالات | 3,858 |
| تعداد مشاهده مقاله | 5,738,708 |
| تعداد دریافت فایل اصل مقاله | 2,731,468 |
نقش طبقهبندی تجدیدنظرشدة بلوم در تحلیل محتوای فصل تابع کتاب درسی ریاضی دهم (ریاضی و تجربی): مطالعه ای فراترکیبی | |||
| پژوهش در مطالعات برنامه درسی تربیت معلم | |||
| دوره 5، شماره 2 - شماره پیاپی 9، اسفند 1404، صفحه 11-30 اصل مقاله (794.38 K) | |||
| نوع مقاله: مقاله پژوهشی | |||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.20256.1211 | |||
| نویسندگان | |||
| سید حسن علمالهدایی* 1؛ محدثه علیزاده2؛ محمد مهدی چالاکی3 | |||
| 1استاد تمام آموزش ریاضی ، ریاضی کاربردی، علوم ریاضی، دانشگاه فردوسی مشهد، | |||
| 2معلم و کارشناسی ارشد و محقق آموزش ریاضی، ریاضی کاربردی، علوم ریاضی، دانشگاه فردوسی مشهد، | |||
| 31 معلم و دانشجوی کارشناسی ارشد آموزش ریاضی، ریاضی کاربردی، علوم ریاضی، دانشگاه فردوسی مشهد، | |||
| چکیده | |||
| پیشینه و اهداف: تحلیل کتابها بر اساس مدلهای آموزشی میتواند به توسعة مهارتهای شناختی و فراشناختی دانشآموزان کمک کند. پژوهش حاضر با هدف تحلیل محتوا فصل تابع کتاب درسی ریاضی پایة دهم(رشته ریاضی و تجربی) در چارچوب طبقهبندی تجدیدنظرشدة بلوم صورت گرفت. روشها: پژوهش حاضر توصیفی- تحلیلی است که برای انجام آن از روش تحلیل محتوا استفاده شد. هدف اصلی، درک عمیقتر موضوع مورد بررسی از طریق شناسایی الگوها، روابط و تفاوتهای درون دادهها است. واحد تحلیل این پژوهش فعالیتها، کار درکلاسها، مثالها و تمرینهاست که برای بهدست آوردن نتایج قابل اعتماد کل محتوای فصل تابع کتاب درسی ریاضی دهم چاپ 1403 انتخاب شده است. در این پژوهش، هر یک از سؤالات، به یکی از سطوح شناختی نسبت داده شد. به منظور تحلیل دقیقتر و انسجام دادهها، اطلاعات توسط جدول فراوانی و نمودار دایرهای سازماندهی شد. یافتهها: بررسیها نشان داد که در کل بهطور تقریبی: 7/3 درصد سؤالات مربوط به سطح بهیادآوردن، 9/32 درصد مربوط به سطح فهمیدن، 9/43 درصد مربوط به سطح بهکاربستن، 11 درصد مربوط به سطح تحلیلکردن، 7/3 درصد مربوط به سطح ارزیابیکردن و 9/4 درصد سؤالات مربوط به سطح ایجادکردن است. نتیجهگیری: با توجه به یافتهها میتوان نتیجه گرفت که بیشتر سؤالات، مربوط به سطوح پایین شناختی (بهیادآوردن، فهمیدن و بهکاربستن) است و مؤلفان کتاب توجه کمتری به سطوح بالای شناختی (تحلیلکردن، ارزیابیکردن و ایجادکردن) داشتهاند. بنابراین توصیه میشود که در برنامة درسی ریاضی و در طراحی سؤالات، تأکید بیشتری بر استفاده از سؤالاتی که سطوح بالای شناختی را فعال میسازند، صورت پذیرد. | |||
| کلیدواژهها | |||
| برنامه درسی؛ تحلیل محتوا؛ تابع؛ سطوح شناختی؛ طبقهبندی تجدیدنظرشده بلوم | |||
| عنوان مقاله [English] | |||
| The Role of Revised Bloom's Taxonomy in Content Analysis of the Function Chapter of the 10th Mathematics Textbook (Mathematics and Experimental): A Meta-Synthesis Study | |||
| نویسندگان [English] | |||
| Seyyed Hassan Alamolhodaei1؛ Mohadeseh Alizadeh2؛ Mohammad Mahdi CHalaki3 | |||
| 1Full Professor of Mathematics Education, Department of Applied Mathematics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Mashhad, Iran | |||
| 23 Teacher, Master and researcher of Mathematics Education, Department of Applied Mathematics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Mashhad, Iran | |||
| 31 Teacher and Master students of Mathematics Education, Department of Applied Mathematics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad, Mashhad, Iran | |||
| چکیده [English] | |||
| Background and Objectives: Analyzing educational models in books can help develop students' cognitive and metacognitive skills. The purpose of this study was to analyze the activities, classwork, examples, and exercises in the mathematical functions chapter of the 10th-grade mathematics textbook using Revised Bloom's Taxonomy. Methods: This study employed a descriptive-analytical design and content analysis. The main objective was to gain a deeper understanding of the mathematical functions chapter by identifying patterns, relationships, and differences within the data. The unit of analysis for this study was the entire content of the mathematical functions chapter in the 2024 edition of the 10th-grade mathematics textbook. Each question was categorized according to the cognitive levels of Revised Bloom's Taxonomy. To accurately and coherently analyze the data, the questions were organized into a frequency table and a pie chart. Findings: The study revealed that approximately 3.7% of the questions are at the Remembering level, 32.9% at the Understanding level, 43.9% at the Applying level, 11% at the Analyzing level, 3.7% at the Evaluating level, and 4.9% at the Creating level. Conclusion: The majority of the textbook's questions focus on lower-order cognitive levels (remembering, understanding, and applying). However, attention is not given to higher-order cognitive levels (analyzing, evaluating, and creating). Therefore, it is recommended that the mathematics curriculum and question design prioritize higher-order cognitive thinking questions. | |||
| کلیدواژهها [English] | |||
| Curriculum, Content Analysis, Function, Cognitive levels, Revised Bloom', s Taxonomy | |||
| مراجع | |||
|
References Adhikari, Y. (2024). a review of revised bloom's taxonomy of educational objectives. Education Review Office. DOI: 10.3126/erjv1i1.82852 Akker, J. V. D. (2007). Curriculum design research. In Plomp, T. & Nieveen, Nienke (eds.) An introduction to educational design research. Proceeding of the seminar conducted at the east China Normal University, Shanghai (PR China). Alamolhodae, H., Alizade, M. (2023). Principles of mathematics education. Mashhad: Nama. ]In Persian[. Aliakbari, Z., Poorkrimi, J. (2025). The Role of Artificial Intelligence in Curriculum Design: A Meta-Synthesis Study. Journal of research in curriculum studies, 4(2), 147-162. DOI: 10.48310/JCDR.2025.18637.1130]In Persian[. Amyari, M. (2021). A review of the emergence and evolution of the concept of function. Towards Mathematical Sciences, 1(1), 14-23. ]In Persian.[ DOI: 10.22067/tmsj.2021.39660]In Persian[. Apriangi, M. Y., Hadiansah, H., & Paujiah, E. (2025). Analysis of Biology Problems In Grade X Science Textbooks Based On Bloom's Taxonomy On Anderson's Revision And Communication Skills. Jurnal Impresi Indonesia, 4(1), 1003-1009. DOI: 10.58344/jiiv4i1.6189
Babayi, M., Zahedbabalan, A., Moeinikia, M., Khaleqkhah, A. (2017). Path analysis model of the relationships between learning strategies and test anxiety with mathematics learning of secondary school students. Quarterly Journal of Educational Psychology, 13(45), 163-181. DOI: 10.22054/jep.2017.8149 ]In Persian[. Coleman, V. M. (2013). National music education standards and adherence to Bloom’s revised taxonomy (Unpublished doctoral dissertation). Walden University, US. Delavar, A. (2012). Research methods in psychology and educational sciences. Tehran: Virayesh. ]In Persian[. Delavari, A. (2021). Content analysis of the ninth grade math textbook with the focus on math tasks. University of Tehran, Dissertation in MA in Mathematics, Faculty of Science. [In Persian]. Divsar, H., Jafarigohar, M. (2013). Evaluation of English Language Teaching Curricula at Undergraduate and Graduate Levels Based on Revised Bloom's Taxonomy. Research and Academic Textbook Writing, 32 (18), 73-99DOI: 20.1001.1.26767503.1393.18.32.4.2. ]In Persian[. Fitri, M. F., Qadar, R., & Hakim, A. (2024). Bontang City Physics Teachers' Understanding of Revised Bloom's Taxonomy Cognitive and Knowledge Dimensions in Physics Questions. Kasuari: Physics Education Journal (KPEJ), 7(2), 311-321. DOI: 10.37891/kpejv7i2.559 Frust, E. (1994). Bloom’s Taxonomy: Philosophical and Educational Issues. In Anderson, L. and Sosniak, L. (Eds.) Bloom’s Taxonomy: A Forty-Year Retrospective (pp. 28-40) Chicago: The National Society for the Study of Education. Green, K. H. Matching functions and graphs at multiple levels of bloom’s revised taxonomy. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies 20:3 (2010), 15 pages. DOI: 10.1080/10511970802207212 Hafezi, R. (2023). Content analysis of physics textbook questions for the 10th, 11th, and 12th grades of high school based on Bloom's revised taxonomy. University of Tehran, Dissertation in MA in physics, Faculty of Science. [In Persian]. Hajihosseinloo, Kh., Khaleqkhah, A., Zahidbabalan, A., Moeinikia, M. (2017). The effect of cooperative learning with progress groups on students' self-efficacy and mathematical self-concept. Quarterly Journal of Educational Psychology, 13(43), 119-139. DOI: 10.22054/jep.2017.7764]In Persian[. Hamidizadeh, K., Chezani Sharahi A., Ebrahimi A. (2024). Analysis of the content of English language tex books for the first year of high school based on Fog's readability formula. The Journal of research in curriculum studies (JRCS), 3(2). 11-25DOI: 10.48310/jcdr.2024.15884.1084. ]In Persian.[
Heydari, A. (2024). Analyzing the Writing Tasks of Persian Writing Textbooks Used at Primary Schools (4th and 5th Grades). Journal of research in curriculum studies, 4(6), 1-13. DOI: 10.48310/jcdr.2024.15294.1075 ]In Persian.[ Jafari, F. (2020). Comparison of Mathematical Content Analysis of First Secondary School in Two Classes of Normal and Talented Schools Using William Rumi Technique and Bloom's Cognitive Domain. University of Kerman. Dissertation in MA in Mathematics. Faculty of Mathematics and Computer.] In Persian[. Jafari, T. (2010). Content analysis of questions in second and third grade high school mathematics textbooks in the field of literature and humanities based on Bloom's revised taxonomy in the cognitive domain. University of Tehran. Dissertation in MA in Psychology. Faculty of Psychology and Educational Sciences.] In Persian[. Kolahdouz, F., Hassanianbasari, SH. (2024). Investigating 11th grade students' understanding of the concept of function by using problem posing, The Journal of Research in mathematics education, 3(1), 71-92. DOI: 10.48310/RME.2024.16185.1083 ]In Persian.[ Kreitzer, A. and Madaus, G. (1994). “Empirical Investigations of the Hierarchical Structure of the Taxonomy.” In Anderson, L. and Sosniak, L. (Eds.) Bloom’s Taxonomy: A Forty year Retrospective (pp.64-81). Chiacago: The National Society for the Study of Education. Mizbani, M., Salehi, H., Tabatabaei, O., & Talebinejad, M. (2023). Textbook Evaluation Based on Bloom’s Revised Taxonomy: Iranian Senior High School Textbook in Focus. Language and Translation, 13(1), 85-99. DOI: 10.30495/ttlt.2023.698908]in Persian.[ Moghadam, k. (2018). Content Analysis of Integral Topic of Year 12 Differential and Integral Calculas Text Book Based on Revised Bloom’s Taxonomy. University of Mashhad. Dissertation in MA in Mathematics. Faculty of Mathematics.]In Persian[. Nejatianbostani, H., Pahlevannejad, M., Ghansoli, B., Alizade, A. (2021). Comparative analysis of the content of two educational sets of Azfa based on Bloom's modified taxonomy in the cognitive domain (scientific-research article). Journal of Persian Language Teaching to Non-Persian Speakers, 10(2), 285-304. ]In Persian[. DOI: 10.30479/jtpsol.2022.16711.1571 Osman, A. (2016). A benchmark collection for program objectives mapping to abet outcomes: Accreditation. Master’s thesis, Thamar University. Radmehr, F., Alamolhodae, H. (2012). Revised Bloom Taxonomy and its Application for Mathematics Teaching, Learning and Curriculum Development. Journal of Curriculum Studies (J.C.S.), Vol.6 (24), 2012, 183 -202. ]In Persian[. Radmehr, F., Dreak, M. )2017). Revised bloom’s taxonomy and integral calculus: unpacking the knowledge dimension. International Journal of Mathematical Education in Science and Technology. 48:8, 1206–1224. DOI:10.1080/0020739X.2017.1321796]in Persian.[ Rasuli, G., Keyhan, J. (2024). Designing a curriculum model based on emotional education with a brain education approach. Journal of research in curriculum studies, 3(2), 119-136. DOI: 10.48310/jcdr.2024.15853.1083]in Persian.[ Rasuli, M, Amiratashani, Z. (2011). Content analysis with a textbooks approach. Tehran: Jameshenasan. ]In Persian[. Reyhaani, E., Sharifi, Z., Soltani, M. (2016). Misunderstandings about the Concept of Limit among High School Seniors. Quarterly Journal of Education and Training, 32 (4) :41-66 DOI: 20.1001.1.10174133.1395.32.4.3.5. ]In Persian[. Sabze, B., Fathei, M., Hasanlou, s. (2024). The Effectiveness of Artistic Activities (Performance, Poetry Reading and Storytelling) in Learning the Concepts of Subtraction in Math Lessons. JNACE, 6(4): 246-260. DOI: 10.22034/NAES.2024.473023.1517]In Persian.[
Samali, M. (2017). Content Analysis of the Ninth Grade Math Textbook Published in 1394 Based on Revised Bloom’s Taxonomy in Cognitive Domain. University of Bandarabbas, Dissertation in MA in Mathematics, Faculty of Science. [In Persian]. Samsudi, M., Gafrillia, A. L., & Hazarika, A. (2024). Bloom Anderson's Taxonomy-Based Cognitive Level Analysis of Grade10 Interactive Mathematics Book Questions. Journal of Teaching and Learning Mathematics, 1(2), 111-119. DOI: 10.22219/jtlmv1i2.28783 Sarmad, Z., Bazargan, A., Hejazi, A. (2008). Research methods in behavioral sciences. Tehran: Agah. ]In Persian[. Seyf, A. (2024). Modern educational psychology. Tehran: Doran. ]In Persian[. Shabani, H. (2015). Educational and training skils. Tehran: Samt. ]In Persian[. Shariatmadari, A. (2006). Some basic topics in lesson planning. Tehran: Samt. ]In Persian[. Taghizade, Z., Ebadi, A., Montazeri, A., Shahvari, Z., Tavousi, M., Bagherzade, R. (2017). Psychometric properties of health related measures. Part 1: Translation, development, and content and face validity. Payesh, 16 (3) :343-357. ]In Persian[. DOI: 20.1001.1.16807626.1396.16.4.5.8 Tofighi, M. (2008). A study of second-grade students' misunderstandings of the concept of function in the city of Estahban in the academic year 2007-2008. University of Tehran, Dissertation in MA in Mathematics, Faculty of Science. [In Persian]. Tok, H. (2010). TEFL textbook evaluation: from teachers perspectives. Educational Research and Review, 5(9), 508-517. Trujillo, M., Atarés, L., Canet, M. J., Pérez-Pascual, M. A. (2023). learning difficulties with he concept of function in maths: A literature review. Education Sciences, 13(5), 495. DOI: 10.3390/educsci13050495 Vakilian, M. (2022). Teaching methods and techiques. Tehran: Payamnoor. ]In Persian[. Zarei, Z. (2019). Content analysis of the 12th grade math textbook using the Anderson-Kratwell method. Journal of Mathematical Education Development, 37 (1), 3-6. ]In Persian[. Zaresefat, S,.Dehghani, M,.Hakimzade, R,.Karami, M,.Salehi, K. (2018). Null Curricula for the Professional Development of Faculty Members of Iranian Universities: Ferdowsi University, Iran. Journal of Higher Education Curriculum Studies, Vol.9, No.17,183 -216. ]In Persian[. | |||
|
آمار تعداد مشاهده مقاله: 16 تعداد دریافت فایل اصل مقاله: 1 |
|||