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تحلیل محتوای کتابهای درسی ریاضی دوره ابتدایی در موقعیتهای مبتنی بر تقریب و تخمین | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 8، دوره 14، شماره 3 - شماره پیاپی 44، آبان 1404، صفحه 129-143 اصل مقاله (863.42 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.14345.4138 | ||
| نویسندگان | ||
| فاطمه راعی* 1؛ محمدباقر کاظمی2 | ||
| 1استادیار گروه آموزش ریاضی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران | ||
| 2گروه ریاضی، دانشگاه زنجان، زنجان، ایران | ||
| چکیده | ||
| هدف این پژوهش تحلیل محتوای کتابهای درسی ریاضی دوره ابتدایی در موقعیتهای مبتنی بر تقریب و تخمین به روش تحلیل محتوای کمی-کیفی است. تحلیل محتوا به روش کریپوندرف و با جامعه آماری محتوای کتابهای درسی ریاضی پایه اول تا ششم ابتدایی چاپ سال 1401 انجام شده است. مطالب کتابها بر حسب مولفههای تخمین ( اندازهگیری، کمیت، محاسبات و محوراعداد) دستهبندی و مورد مطالعه قرارگرفته است. بر اساس یافتههای این پژوهش با مقایسه بین تعداد موقعیتهای مربوط به تقریب و تخمین در کتابهای درسی ریاضی دوره ابتدایی میتوان گفت که مولفان کتابهای درسی ریاضی ابتدایی به این مبحث که یکی از اهداف برنامه درسی حوزه یادگیری ریاضی است، توجه داشتهاند. اما موقعیتهای ذکر شده، بیشتر در راستای تخمین محاسبات و محوراعداد بوده و به تخمین اندازهگیری و کمیت، کمتر پرداختهاند. به علاوه در بین پایههای مختلف میزان موقعیتهای تخمین موجود در پایه اول و سوم کمرنگتر است. همچنین به تخمین برخی مفاهیم مانند طول، مساحت، حجم، جرم، زمان، شمارش و تقریب اعداد ( طبیعی، کسری، اعشاری) اشاره شده است، ولی به تخمین مفاهیمی مانند دما (درجه حرارت)، زاویه و محورهای مختصات پرداخته نشده است که با توجه به اهمیت آنها در ریاضیات و زندگی روزمره، آموزش این موارد نیز توصیه میشود. | ||
| کلیدواژهها | ||
| تحلیل محتوا؛ تخمین اندازهگیری؛ تخمین کمیت؛ تخمین محاسبات؛ ریاضی دوره ابتدایی | ||
| عنوان مقاله [English] | ||
| Content analysis of elementary mathematics textbooks in situations based on approximation and estimation | ||
| نویسندگان [English] | ||
| Fatemeh Raei1؛ Mohammad Bagher Kazemi2 | ||
| 1Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Mathematics, University of Zanjan, Zanjan, Iran | ||
| چکیده [English] | ||
| The purpose of this research is to analyze elementary mathematics textbooks in situations based on approximation and estimation. The present research method is quantitative-qualitative content analysis. The content analysis was done by the Krippendorff method and with the statistical population of the first to sixth grade math textbooks published in 1401. The contents of the books have been categorized according to the components of estimation (measurement, quantity, calculations and number line). Based on the findings of this research, by comparing the number of situations related to estimation in elementary math textbooks, the authors have paid the necessary attention to this topic, which is one of the goals of the curriculum in the field of mathematics learning. The mentioned positions are about the estimation of calculations and number line, and they are less focused on measurement and quantity. Among different grades, the number of estimation positions in the first and third grades is less. The estimation of some concepts such as length, area, … has been mentioned, but the estimation of concepts such as temperature, angle and coordinate axes has not been discussed. Considering their importance in mathematics and daily life, teaching these items is also recommended. | ||
| کلیدواژهها [English] | ||
| Computational estimation, Content analysis, Elementary mathematics, Measurement estimation, Number line estimation, Quantity estimation | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 541 تعداد دریافت فایل اصل مقاله: 30 |
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