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بررسی درک و فهم دانشآموزان از اعداد منفی و بدفهمیهای آنان | ||
فناوری آموزش | ||
مقاله 3، دوره 10، شماره 1 - شماره پیاپی 37، دی 1394، صفحه 25-41 اصل مقاله (1.69 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2015.436 | ||
نویسندگان | ||
ابراهیم ریحانی* 1؛ فریده حمیدی2؛ فرزانه راشدی3 | ||
1گروه ریاضی دانشگاه تربیت دبیر شهید رجائی تهران، تهران، ایران | ||
2گروه روانشناسی دانشگاه تربیت دبیر شهید رجائی تهران، تهران، ایران | ||
3آموزش ریاضی دانشگاه تربیت دبیر شهید رجائی تهران، تهران، ایران | ||
تاریخ دریافت: 24 دی 1393، تاریخ بازنگری: 11 مرداد 1394، تاریخ پذیرش: 24 مرداد 1394 | ||
چکیده | ||
درک اعداد منفی و انجام عملیات روی آنها یکی از موضوعات اساسی در ریاضیات است که دانشآموزان در مدارس برای رویارویی با آنها با مشکلات بسیاری مواجه میشوند. یکی از عواملی که منجر به مشکلات جدی در یادگیری مفاهیم ریاضیات میشود، بدفهمیهایی است که بر اثر یاددهی نامناسب، تفکر غیر رسمی یا یادآوری ضعیف گذشته ایجاد میشوند. شناخت بدفهمیها و ریشههای ایجاد آنها در حوزههای مفهومی و در سطوح مختلف تحصیلی، میتواند موجب ارتقای یادگیری شود. منظور از بدفهمی در این پژوهش برداشت ناقص یا نادرست از یک مفهوم است که اشتباهات نظاممندی را در عملکرد فرد موجب میشود. در این پژوهش درک و تصور دانشآموزان از مفهوم عدد منفی و بدفهمیهای آنان بررسی شده است. روش تحقیق بهکار گرفته شده در این پژوهش، روش توصیفی از نوع زمینهیابی است. جامعة آماری شامل کلیة دانشآموزان پایة دوم راهنمایی شهر تهران در سال تحصیلی 92-1391 و کلیة دانشآموزان پایة هفتم شهرستان درمیان در سال تحصیلی 93-1392 است. حجم نمونه 443 نفر از دانشآموزان پایة دوم راهنمایی و 55 نفر از دانشآموزان پایة هفتم بود که به روش تصادفی خوشهای چند مرحلهای انتخاب شد. ابزار اندازهگیری در پژوهش حاضر، پرسشنامهای محققساخته مبتنی بر پرسشنامة "بوفردینگ" و "کیلهامن" بود. نتایج تحقیق نشان داد که اغلب دانشآموزان، درک و فهم مناسبی از اعداد منفی در ریاضیات مدرسهای ندارند و در پیادهسازی دانستههای خود در حل مسائل ریاضی با مشکل مواجه میشوند. برخی از دانشآموزان علامت "-" را به عنوان یک عملگر کاهشی و برخی نیز علامت "+" را به عنوان یک عملگر افزایشی در نظر میگیرند. | ||
کلیدواژهها | ||
درک؛ دانشآموزان؛ اعداد منفی؛ بدفهمی؛ آموزش ریاضی | ||
موضوعات | ||
روانشناسی فناوری آموزش | ||
عنوان مقاله [English] | ||
A Study on negative numbers Conception of students and their misconceptions | ||
نویسندگان [English] | ||
E. Reyhani1؛ F. Hamidi2؛ F. Rashedi3 | ||
1mathematics department (responsible author), Shahid Rajaee Teacher Training Universit. Tehran. Iran | ||
2psychology Department , Shahid Rajaee Teacher Training University. Tehran. Iran | ||
3Department of mathematics education, Shahid Rajaee Teacher Training University. Tehran. Iran | ||
چکیده [English] | ||
Understanding negative numbers and doing operations on them is one of the fundamental subjects in mathematics that students face many problems when they encounter them at school. One of the problems that leads to very serious learning difficulties in mathematics is those misconceptions students may have from previous inadequate teaching, informal thinking, or poor remembrance. Recognition of misconception and the origins that create them in the fields and at different levels of education, can improve learning. Misunderstanding in this study is incomplete or incorrect interpretation of a concept that cause systematic errors in the performance. This study investigates the student’s understanding and misconception of negative numbers. Descriptive statistics, survey, is used as a method of this study. The population of the study is all second level students of guidance school in the academic year 1391-92 and all the seventh level students of Darmian town in the academic year 1392-93. 443 students in second level of guidance school and 55 students in seventh level were chosen as a sample of the study based on cluster random sampling. A self-designed questionnaire by the researcher is used as the instrument for the study, the questionnaire was based on “Bofferding” and “Kilhamn” questionnaire. Results showed that most of the students don’t have a true understanding of negative numbers in school and face problems in applying their knowledge to solve mathematical problems. Also the results of the current study showed that some of the students consider "-" as a reducing operator and some consider "+" as an increasing operator. | ||
کلیدواژهها [English] | ||
Understanding, students, negative numbers, misconception, mathematics Education | ||
مراجع | ||
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