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بررسی تأثیر آموزش ریاضی مبتنی بر مسائل باز پاسخ بر یادگیری و نگرش دانشجو معلمان | ||
| آموزش پژوهی نوین | ||
| دوره 12، شماره 45، خرداد 1405، صفحه 1-19 اصل مقاله (488.58 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسنده | ||
| مرجان معیری* | ||
| گروه آموزش ریاضی، دانشگاه فرهنگیان،کد پستی889-14665 ، تهران، ایران | ||
| چکیده | ||
| این پژوهش به‌منظور بررسی تأثیر آموزش ریاضی مبتنی بر مسائل باز پاسخ بر یادگیری و نگرش دانشجو معلمان انجام‌شده است . این پژوهش با توجه به هدف از نوع کاربردی و از لحاظ شیوه گردآوری داده ها به روش نیمه آزمایشی با دو گروه کنترل و آزمایش انجام گردید. جامعه آماری این پژوهش کلیه دانشجو معلمان پسر رشته آموزش ابتدایی دانشگاه فرهنگیان پردیس شهید بهشتی هرمزگان در سال 1401-1402 بود که نمونـه مورد آزمایش یک نمونه دردسترس از بین کلاس‌های درس آموزش ریاضی این پردیس بود که به روش تصادفی در دو گروه کنترل و آزمایش تقسیم شدند . ابزار اندازه‌گیری به‌منظور سنجش نگرش دانشجویان، مبتنی بر آزمون نگرش مربوط به ریاضیات، پرسشنامه پالاسیوس و آریاس و آریاس (2014) جهت سنجش نگرش ریاضی و ابزار اندازه‌گیری پرسشنامه محقق ساخته برای ارزیابی دانش ریاضـی و یـادگیری ریاضـی و توانایی دانشجو معلمان در استراتژی‌های حل مسئله‌های باز پاسخ استفاده‌شده است. تجزیه و تحلیل داده ها با تحلیل کوواریانس چند متغیره بااستفاده از نرم افزار SPSS18 بررسی شد. نتایج نشان داد که آموزش مبتنی بر مسائل باز پاسخ در کنار روش های سنتی یاددهی- یادگیری می تواند بر یادگیری و نگرش ریاضی دانشجو معلمان پردیس شهید بهشتی هرمزگان تأثیرگذار است. | ||
| کلیدواژه‌ها | ||
| مسائل بازپاسخ؛ یادگیری؛ نگرش ریاضی؛ دانشجو معلمان؛ دانشگاه فرهنگیان | ||
| عنوان مقاله [English] | ||
| Investigating the Effect of Mathematics Education Based on Open-Answer Problems on Student-Teacher Learning and Attitudes | ||
| نویسندگان [English] | ||
| Marjan Moayeri | ||
| Department of Mathematics Education, Farhangian University, p.o.Box 14665-889, Tehran,Iran | ||
| چکیده [English] | ||
| Extended Abstract Investigating the Impact of Open-Ended Problem-Based Instruction on Mathematics Learning and Attitudes among Pre-service Elementary Teachers Introduction: While traditional mathematics education often emphasizes content mastery and procedural fluency, contemporary pedagogical shifts highlight the necessity of fostering higher-order cognitive skills, such as divergent thinking, mathematical reasoning, and flexible problem-solving. Open-ended problems—those that allow for multiple solution pathways and diverse mathematical representations—serve as a critical tool in bridging the gap between formal mathematical instruction and authentic problem-solving experiences. However, the implementation of such approaches remains a challenge in many instructional settings. The primary objective of this study was to examine the effectiveness of open-ended problem-based instruction on two key dimensions of pre-service elementary teachers’ mathematical development: (1) mathematical learning achievement and (2) mathematical attitudes. The research specifically targeted pre-service teachers at Farhangian University to assess how this instructional intervention influences their pedagogical readiness and conceptual understanding. Methods and Data: This study employed a quasi-experimental research design, utilizing a pre-test/post-test control group approach. The sample consisted of male pre-service elementary education students at the Shahid Beheshti Campus of Farhangian University, Hormozgan, during the 2022–2023 academic year. Participants were randomly assigned to either an experimental group, which received eight sessions of open-ended problem-based instruction, or a control group, which followed traditional teaching methods. Data were collected using two primary instruments: the Palacios, Arias, and Arias (2014) Mathematics Attitude Scale and a researcher-developed assessment tool designed to evaluate mathematical knowledge and the ability to employ open-ended problem-solving strategies. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) via SPSS version 18. Findings: The findings indicate that instruction based on open-ended problems significantly enhances both the mathematical learning outcomes and the mathematical attitudes of pre-service teachers compared to traditional instructional methods. The integration of multiple-solution problems facilitated deeper cognitive engagement, allowing participants to move beyond rote memorization toward a more robust understanding of mathematical structures and reasoning processes. Discussion and Conclusion: The study concludes that incorporating open-ended problem-solving into mathematics curricula is an effective strategy for improving both academic achievement and affective domain outcomes (attitudes) among pre-service teachers. Given their future roles as elementary educators, fostering proficiency in open-ended instruction is essential for preparing teachers who can cultivate critical thinking, creativity, and mathematical inquiry in their future classrooms. | ||
| کلیدواژه‌ها [English] | ||
| Open-ended problems, Mathematics learning, Mathematical attitude, Pre-service teachers, Problem-based instruction | ||
| مراجع | ||
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