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شناسایی باورهای دانشآموزان پایۀ ششم درباره حل مسئلۀ ریاضی با استفاده از استعارهها | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 6، دوره 10، شماره 17، فروردین 1403، صفحه 107-92 اصل مقاله (1.18 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2023.3150 | ||
| نویسندگان | ||
| نرگس یافتیان* 1؛ اسماء نکوئی قهفرخی2 | ||
| 1دانشیار گروه ریاضی دانشگاه تربیت دبیر شهید رجایی | ||
| 2کارشناسی ارشد آموزش ریاضی و دبیر ریاضی استان چهارمحال و بختیاری | ||
| چکیده | ||
| پیشینه و اهداف: عملکرد ریاضی دانشآموزان و باورهای ریاضی آنها بر یکدیگر تاثیر متقابل دارند. در فرایند یاددهی- یادگیری ریاضی، باورهای دانشآموزان در حال شکلگیری است. همچنین، زمانی که دانشآموزان، با مسائل چالشبرانگیزتر مواجه میشوند، باورهای آنها دستخوش تغییراتی میگردد. هدف از پژوهش حاضر، بررسی باورهای دانشآموزان پایۀ ششم ابتدایی درباره حل مسئلۀ ریاضی بر اساس استعارهها است. روشها: این پژوهش به روش توصیفی- پیمایشی انجام شد. جامعه آماری، دانشآموزان دختر پایۀ ششم ناحیه 2 شهرکرد است که بر اساس نمونهگیری تصادفی- خوشهای، 30 نفر انتخاب شدند. ابزار پژوهش، پرسشنامهای شامل دو مسئله و در انتهای هریک از مسئلهها، پرسشی دررابطهبا دیدگاه دانشآموزان قرار داشت. برای تجزیهوتحلیل دادهها از آمارهای توصیفی و استنباطی استفاده گردید. ابتدا، استعارههای دانشآموزان درباره مسئله 1 در 7 مقوله و درباره مسئله 2 در 4 مقوله دستهبندی شدند که نشانگر باورهای مثبت، خنثی یا منفی بودند. یافتهها: از جمله این مقولهها، «قانونمند»، «سودمند» و «آزاردهنده» بود و بیانگر آن است که برخی، حل مسائل ریاضی را نیازمند قوانین و الگوریتمها میدانند و برخی معتقدند که این مسائل در زندگی کاربرد دارند و عدهای نیز، آنها را رنجآور و آزاردهنده توصیف کردند. نتیجهگیری: نتایج نشان داد 7/56 درصد درباره مسئله 1 و 3/43 درصد درباره مسئله 2، باورهای مثبت یا خنثی دارند. همچنین، 2/52 درصد از افرادی که در حل مسئله1 و 3/33 درصد از افرادی که در حل مسئله2 پاسخ درست دادهاند، استعارههای مثبتی ارائه کردهاند و 7/85 درصد از دانشآموزانی که برای مسئله1 و 1/21 درصد از دانشآموزانی که برای مسئله2، پاسخ نادرست بیان نمودهاند یا بدون پاسخ رها کردهاند، استعارههای منفی ذکر نمودهاند. | ||
| کلیدواژهها | ||
| باورها؛ باورها دربارۀ حل مسئلۀ ریاضی؛ استعارهها؛ دانشآموزان پایه ششم | ||
| موضوعات | ||
| پژوهش های معلمی (درس پژوهی، اقدام پژوهی و ...) | ||
| عنوان مقاله [English] | ||
| Identifying the beliefs of sixth grade students about solving mathematics problems using metaphors | ||
| نویسندگان [English] | ||
| Narges Yaftian1؛ Asma Nekuei2 | ||
| 1Department of Mathematics, - Shahid Rajaee Teacher Training University | ||
| 2Department of Mathematics. Shahid Rajaee Teacher Training University | ||
| چکیده [English] | ||
| Background and Objectives: Students' mathematical performance and their mathematical beliefs have a mutual effect on each other. In the process of mathematics teaching-learning, students' beliefs are being formed. Also, when students face more challenging problems, their beliefs undergo changes. The purpose of this research is to investigate the beliefs of sixth grade elementary students about solving mathematics problems based on metaphors. Methods: The research was done using a descriptive-survey method. The statistical population is the sixth grade female students of Shahrekord District 2, 30 of whom were selected based on random-cluster sampling. The research tool was a questionnaire containing two problems and at the end of each problem, there was a question related to the students' point of view. Descriptive and inferential statistics were used to analyze the data. First, students' metaphors about problem 1 were categorized into 7 categories and about problem 2 into 4 categories, which indicated positive, neutral or negative beliefs. Findings: Among these categories were "lawful", "beneficial" and "annoying" and it shows that some consider solving mathematical problems as requiring laws and algorithms and some believed that these problems are useful in life and some described them as painful and annoying. Conclusion: The results showed that 56.7 percent have positive or neutral beliefs about problem 1 and 43.3 percent about problem 2. Also, 52.2 percent of the students who gave correct responses in problem 1 and 33.3 percent of students who gave correct responses in problem 2 presented positive metaphors and 85.7 percent of the students who answered problem 1 and 21.1 percent of the students who gave an incorrect response for problem 2 or left it nonresponse mentioned negative metaphors. | ||
| کلیدواژهها [English] | ||
| beliefs, beliefs about mathematical problem solving, metaphors, sixth grade students | ||
| مراجع | ||
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