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اثربخشی رویکرد آموزش ریاضی واقعیتمدار بر دانش مفهومی و رویهای دانشجومعلمان در بستر فضای مجازی «شاد» | ||
| مطالعات بین رشته ای در آموزش | ||
| دوره 4، شماره 4 - شماره پیاپی 13، بهمن 1404، صفحه 53-80 اصل مقاله (3.31 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/ise.2025.18142.1200 | ||
| نویسندگان | ||
| مرجان معیری* 1؛ پروانه امیری پور2 | ||
| 1گروه آموزش ریاضی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2گروه آموزش ریاضی، دانشگاه فرهنگیان، ،تهران، ایران | ||
| چکیده | ||
| زمینه و هدف: یکی از رویکردهای نوین تعلیم و تربیت در سطح جهانی که اساس آن را معنادارسازی ریاضی با طرح سؤالات زمینهدار از زندگی واقعی از راه کاوشگری و ساخت دانش توسط خود دانشآموز در طول فرایند یاددهی- یادگیری تشکیل میدهد، رویکرد آموزش ریاضی واقعیتمدار است. هدف این پژوهش اثربخشی رویکرد آموزش ریاضی واقعیتمدار بر دانش مفهومی و رویهای دانشجومعلمان در بستر فضای مجازی «شاد» بود. دادهها و روش: روش پژوهش از نوع نیمهآزمایشی با طرح پیشآزمون - پسآزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانشجومعلمان رشته آموزش ریاضی دانشگاه فرهنگیان - پردیس شهید بهشتی هرمزگان در سال تحصیلی ۱۴۰۱-۱۴۰۰ که ۵۸ نفر بهطور هدفمند انتخاب و بهصورت تصادفی در دو گروه آزمایش و کنترل (۳۰ نفر در گروه آزمایش و ۲۸ نفر در گروه کنترل) جایگزین شدند. ابتدا آزمون استاندارد مبتنی بر دانش مفهومی و رویهای بهعنوان پیشآزمون از دانشجومعلمان هر دو گروه کنترل و آزمایش به عمل آمد که پیشآزمون و پسآزمون با محتوای بحث تابع از پایه دهم با اقتباس از سؤالات دانش مفهومی و رویهای که توسط خولی و همکاران (۲۰۱۷) طراحیشده بود استفاده شد. بهمنظور بررسی سؤال پژوهش در سطح آمار توصیفی از محاسبه میانگین و میانه و انحراف معیار و در سطح آمار استنباطی از روش تجزیهوتحلیل کوواریانس یکمتغیره و بهمنظور مقایسه میانگین متغیرها از روش حداقل اختلاف معنیدار (LSD) از نرمافزار SPSS استفاده شد. یافتهها: نتایج پژوهش نشان داد بکارگیری رویکرد آموزش ریاضی واقعیت مدار در بستر فضای مجازی «شاد» تأثیر گذار است و موجب افزایش دانش مفهومی و رویهای و توانایی حل مسأله دانشجو معلمان میگردد. نتیجهگیری: بهکارگیری این رویکرد در زمینۀ فناوری آموزشی، ویژگیهای شخصیتی دانشجومعلمان، مهارت ارتباط با ریاضی، بهبود حل مسئله و غیره نیز میتواند مفید واقع شود. ذکر این نکته ضروری است که این رویکرد مهمترین چالش آموزش یعنی بهبود یادگیری در محیط غیر واقعی و به دور از اجتماع را در افراد مورد توجه قرار میدهد. امید است معلمان در فرآیند تدریس و مؤلفان کتب درسی ریاضی در طراحی مفاهیم و تمرینات کتابهای درسی به این رویکرد توجه بیشتری نمایند. همچنین برنامهریزان و پژوهشگران حوزۀ آموزش ریاضی کشور با بررسی بیشتر، نقش این رویکرد و ضرورت استفاده از آن را در آموزش ریاضی تبیین نمایند تا بتوان از مزایای آن در فرآیند یاددهی-یادگیری ریاضیات بهره لازم را برد. | ||
| کلیدواژهها | ||
| دانشجومعلم؛ دانش مفهومی؛ دانش رویهای؛ ریاضی واقعیتمدار؛ فضای مجازی؛ کتاب ریاضی پایۀ دهم | ||
| عنوان مقاله [English] | ||
| The Effectiveness of the Realistic Mathematics Education Approach on the Conceptual and Procedural Knowledge of Student Teachers in Shad Virtual Instruction | ||
| نویسندگان [English] | ||
| marjan moayeri1؛ parvaneh amiripour2 | ||
| 1Department of Mathematics Education, Farhangian University, Tehran, Iran | ||
| 2Department of Mathematics Education, Farhangian University, Tehran, ,Iran | ||
| چکیده [English] | ||
| Background and aim: One of the innovative global approaches to education is realistic mathematics education, which centers on making mathematics meaningful by posing contextual questions drawn from real life, encouraging inquiry, and enabling students to construct their own knowledge throughout the teaching-learning process. The aim of this study was to examine the effectiveness of the realistic mathematics education approach on the conceptual and procedural knowledge of student teachers within the virtual "Shad" space. Data and method: The research method was semi-experimental, utilizing a pre-test and post-test design with a control group. The statistical population of the study included all mathematics education student teachers at the Shahid Beheshti Campus of Farhangian University in Hormozgan for the academic year 2021-2022. A total of 58 individuals were purposefully selected and randomly assigned to two groups: an experimental group consisting of 30 participants and a control group consisting of 28 participants. Initially, a standardized test based on conceptual and procedural knowledge was administered as a pre-test to the student teachers in both the control and experimental groups. The pre-test and post-test focused on the topic of functions from the tenth grade, utilizing questions on conceptual and procedural knowledge designed by Khuli et al. (2017). To examine the research question, descriptive statistics were employed to calculate the mean, median, and standard deviation. For inferential statistics, a One-Way Analysis of Covariance (ANCOVA) was used, and the Least Significant Difference (LSD) method was applied for comparing the means of the variables, utilizing SPSS software. Findings: The findings of the research indicated that the performance of the experimental group using reality-based mathematics education in the virtual Shad environment had a significant impact on conceptual and procedural knowledge in mathematics. Conclusion: This result suggests that the implementation of a reality-based mathematics teaching approach within the realm of educational technology and its connection to real concepts can also be beneficial. Based on the results of this research, it is recommended that teachers in the teaching process and authors of mathematics textbooks pay more attention to this approach when designing concepts and exercises in their textbooks. | ||
| کلیدواژهها [English] | ||
| realistic mathematics education, conceptual knowledge, procedural knowledge, virtual space, tenth-grade mathematics book, student teacher | ||
| مراجع | ||
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