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رد پای سطوح طبقهبندی نظریه سولو در کتاب ریاضی پایه هشتم | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 8، دوره 13، شماره 1 - شماره پیاپی 38، فروردین 1403، صفحه 113-128 اصل مقاله (864.22 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2024.3513 | ||
نویسندگان | ||
نرگس یافتیان* 1؛ افسانه محبتپناه2 | ||
1دانشیار گروه ریاضی دانشکده علوم پایه دانشگاه تربیت دبیر شهید رجایی، تهران، ایران | ||
2دانشجوی دکتری آموزش ریاضی گروه ریاضی دانشکده علوم پایه دانشگاه تربیت دبیر شهید رجایی، تهران، ایران | ||
تاریخ دریافت: 09 مرداد 1400، تاریخ بازنگری: 05 دی 1400، تاریخ پذیرش: 27 دی 1400 | ||
چکیده | ||
هدف پژوهش حاضر بررسی محتوای کتاب ریاضی پایه هشتم براساس نظریه سولو است. پژوهش از نوع توصیفی- تحلیلی و با روش تحلیل محتوا انجام گرفته است. جامعه آماری، تمامی مسائل کتاب ریاضی پایه هشتم بود و نمونه با جامعه برابر در نظر گرفته شد. ابزار پژوهش، فرمهای تحلیل محتوایی بود که روایی صوری و محتوایی آن به تأیید اساتید آموزش ریاضی و معلمان باتجربه رسید و پایایی ابزار نیز به کمک فرمول هولستی86/0 تعیین گردید. روش تجزیه و تحلیل دادهها با استفاده از آمار توصیفی انجام شد. نتایج نشان داد که حدود 29 درصد مسائل کتاب ریاضی پایه هشتم به سطح تکساختاری، حدود 38 درصد به سطح چندساختاری، حدود 31 درصد به سطح رابطهای و حدود 2 درصد به سطح انتزاع تعمیمیافته سولو اختصاص یافته است. طبق نتایج، فصل پنجم دارای بیشترین مسائل در سطح تکساختاری، فصل دوم دارای بیشترین مسائل در سطح چندساختاری و فصل سوم دارای بیشترین مسائل در سطح رابطهای هستند. همچنین، فصل نهم دارای بیشترین مسائل در سطح انتزاع تعمیمیافته است و فصلهای اول، دوم، پنجم، هفتم و هشتم هیچ مسئلهای در سطح انتزاع تعمیمیافته ندارند. نتایج این پژوهش میتواند به سیاستگذاران آموزشی و مولفان و برنامهریزان کتب درسی، کمک نماید تا به بهبود کتاب درسی براساس سطوح شناختی دانشآموزان بپردازند. | ||
کلیدواژهها | ||
آموزش ریاضی؛ نظریه سولو؛ سطوح طبقهبندی سولو؛ کتاب درسی ریاضی؛ پایه هشتم | ||
عنوان مقاله [English] | ||
The traces of the SOLO Theory taxonomy levels of in the 8th grade mathematics textbook | ||
نویسندگان [English] | ||
Narges yaftian1؛ Afsabeh Mohabatpanah2 | ||
1Associate Professor, Department of Mathematics, Faculty of Science, Shahid Rajaee Teacher Training University, Tehran, Iran | ||
2Ph.D. Student in Mathematics Education, Faculty of Science, Shahid Rajaee Teacher Training University, Tehran, Iran | ||
چکیده [English] | ||
The purpose of this study is to examine the content of the eighth grade math textbook based on SOLO theory. The study method was descriptive-analytical by content analysis. The statistical population included all problems of the eighth grade math textbook and the sample is equal to the population. The research instrument is content analysis forms whose face and content validity has been approved by experienced mathematics teachers and instructors and the reliability has been determined using the Holsti formula 0.86. Data analysis method was performed using descriptive statistics. The results showed that about 29% of the book problems are dedicated to the unistructural level, about 38% to the multistructural level, about 31% to the relational level and about 2% to the extended abstract level. According to the results, the fifth chapter has the most problems at the unistructural level, the second chapter has the most problems at the multistructural level, and the third chapter has the most problems at the relational level. Also, the ninth chapter has the most problems at the extended abstract level, and on the other hand the first, second, fifth, seventh and eighth chapters do not have any problems at the extended abstract level. | ||
کلیدواژهها [English] | ||
Mathematics Education, Solo Theory, Solo Taxonomy Levels, Mathematics Textbook, Eighth Grade | ||
مراجع | ||
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