پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 11 |
| تعداد شماره‌ها | 212 |
| تعداد مقالات | 2,110 |
| تعداد مشاهده مقاله | 2,890,809 |
| تعداد دریافت فایل اصل مقاله | 2,098,120 |
تحلیل فصل جبر و معادله کتاب ریاضی پایه هفتم بر اساس پنج الگوی مختلف | ||
| فناوری آموزش | ||
| مقاله 2، دوره 11، شماره 1 - شماره پیاپی 41، دی 1395، صفحه 21-33 اصل مقاله (1.65 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2016.607 | ||
| نویسندگان | ||
| نرگس یافتیان* ؛ آرزو بشیر | ||
| گروه ریاضی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران | ||
| تاریخ دریافت: 31 فروردین 1395، تاریخ بازنگری: 16 آذر 1395، تاریخ پذیرش: 11 بهمن 1395 | ||
| چکیده | ||
| : هدف این مقاله ارزیابی محتوای کتاب ریاضی پایة هفتم فصل جبر و معادله از نظر توجه به سطوح شناختی اندرسون، اهمیت به خلاقیت از طریق انطباق باعوامل خلاقیت گیلفورد، مهارتهای ذهنی گانیه و چرخة خلاقیت پلسک، همچنین تحلیل از نظر توزیع مسائل زمینهمدار است. این پژوهش به روش تحلیل محتوا انجام شده و جامعة آماری آن کتاب ریاضی پایة هفتم است. برای تحلیل، فصل جبر و معادله به روش تصادفی ساده انتخاب شد. به‌منظور اعتباریابی و روایی صوری و محتوایی از نظرات صاحب‌نظران و استادان آموزش ریاضی استفاده شد. برای پایایی، درصد توافق سه کدگذار از طریق فرمول اسکات محاسبه و ضریب پایایی 84% به‌دست آمد. یافتههای این پژوهش نشان میدهد محتوا از نظر توجه به حیطههای شناختی بیشتر به دانش‌رویه‌ای اهمیت داده است؛ تحلیل بر مبنای فرایندهای ذهنی نشان دهندة توجه کم به پرورش سطوح بالای خلاقیت است، ممکن است با توجه به شرایط سنی و سطح تفکر دانش‌آموزان این پایه باشد. از نظرتوزیع مسائل زمینهمدار، نتایج نشان دهندة ارتباط کم ریاضی با زندگی واقعی می‌باشد. عدم توجه به ارتباط معنادار موضوعات ریاضی با زندگی روزانه باعث می‌شود دانش‌آموزان مفاهیم ریاضی را جدای از تجارب واقعی خود بدانند و نسبت به ریاضی احساس مالکیت و تعلق نکنند. | ||
| کلیدواژه‌ها | ||
| جبر و معادله؛ چرخة خلاقیت پلسک؛ مهارتهای ذهنی گانیه؛ اعمال ذهنی گیلفورد؛ سطوح شناختی اندرسون؛ ریاضیات واقعیت‌مدار | ||
| موضوعات | ||
| فناوری آموزش- دوره متوسطه | ||
| عنوان مقاله [English] | ||
| Content analysis of algebra and equation of mathematics textbook of the 7th grade based on five different methods | ||
| نویسندگان [English] | ||
| N. Yaftian؛ A. Bashir | ||
| Department of Mathematics, Faculty of Basic Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran | ||
| چکیده [English] | ||
| The aim of this research is to evaluate the mathematical content of 7th grade math textbook from the aspect of how the content according to Anderson taxonomy of cognitive domains, concerns creativity, and finally analyzing considering the distribution of contextual problems. The method used is content analysis. The population is the 7th grade math textbook 2014-15. To validate the face and content validity of the study, views and opinions of some experts and math education teachers at university were used. For reliability, the percentage of agreement of three coders through Scott reliability coefficient formula was calculated and the reliability coefficient of 84% was obtained. The findings of this study indicate considering cognitive domains, the content has paid much attention to procedure knowledge, whereas analysis of the book according to mental processes and creativity models indicates that less attention has been paid to foster mental processes and high levels of creativity. On the aspect of contextual problems, little attention has been paid to the relationship between mathematics and the real life. It is essential that the authors and all who involved in education consider the level of thinking, age and prior knowledge of learners in preparing the contents to provide more opportunities for learners to grow in all aspects. | ||
| کلیدواژه‌ها [English] | ||
| Equation & Algebra, Plsek creativity circle, Guildford and Gagne Mental Skills, Anderson Taxonomy of Cognitive Domains, Anderson’s cognition level, Realistic Mathematics Education | ||
| مراجع | ||
|
[1] Reys, R., et al., Helping children learn mathematics. Translated by Masoud Norouzian, (1982). [In Persian]. [2] McIntosh, R., Jarrett, D. Teaching mathematical problem solving: Implementing the vision. Translated by Gilak, Z and Goya, Z. Journal of mathematical education (Roshd), Vol. 24, pp. 21-4. (2006). [In Persian]. [3] Yaftian, N., A thesis for a master’s degree Examining experiences with creative activities in the mind of novice learners of mathematics to identify a model of the influential factors on these activities. Dissertation to receive a PhD., (2013). [In Persian]. [4] Mann, E. L., Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students، (Doctoral dissertation, University of Connecticut), (2006). [5] Ghasami, F. and Jahany, G., Evaluating objectives and textbooks of elementary science from the perspectives of creativity plsek, Journal of Curriculum Studies. (2009). PP.64-39. [In Persian]. [6] Reyhani, E. et al. Study of Evolution of conceptual knowledge and procedural knowledge and the relationship between them, Journal of Educational Innovations Vol. 29, (2009). pp. 51-27. [In Persian]. [7] Rafipur, A., Framework for balancing the secondary math curriculum Iran. Dissertation to receive a PhD. (2010). [In Persian]. [8] Shahriari, P., Again about different ways to solve a problem. Treasures magazine, Issue 3, (2003). P. 13. [In Persian]. [9] Karimikia, Kh., Fostering Students’ understanding of first order equation by identifying their mistakes, M.Sc. Thesis, Shahid Rajaee Teacher Training University. (2012). [In Persian]. [10] Rachael, mae, wolder. Preservice elementary teachers’ mathematical content knowledge of prequist algebra concepts, Dissertation defense, montana state university. (2007). [11] Wessels, D. C. J., An investigation into the problems encountered by learners and teachers of grade 9 Algebra on understanding linear equations: a critical analysis, (Doctoral dissertation). (2009). [12] Fujii., Probing students understanding of variables through cognitive conflict problem: is the concept of a variable so difficult problem: is the concept of a variable so difficult for student to understand? Proceeding of the 27th annual conference of international group for the for the psychology of mathematics education. Vol.1, pp. 49-66, (2003). [13] Moaini, T. An investigation into the effect of the changes in mathematics book and teathers teaching methods regarding conceptual/procedural approach on eighth grader 's performance using timss 2003. M.Sc. Thesis, Shahid Rajaee Teacher Training University. [In Persian]. [14] National council of teachers of mathematics. principals and standards for school mathematics. Reston, VA: Author. (2000). [15] Goya, Z. and Galili., Students interpretations of algebraic symbols, Journal of mathematical education (Roshd), No. 116, pp. 13-4, (2014). [In Persian]. [ 16] Seddighi, M., The Investigation of Algebraic Generalization Skill in First grade Females. M.Sc. Thesis, Shahid Rajaee Teacher Training University, (2008). [in Persian].
[17] Warren, E. Generalizing arithmetic: supporting the process in the early years. Proceeding of the 28th annual conference of international group for the psychology of mathematics education. Vol.4, (2004). pp.417-424.
[18] Peter, Ebiendele., &Olaoye, A. Symbolic notations and students’ achievements in algebra. Educational Research and Reviews, (2013).
[19] Reyhani, E and Seddighi, M. Investigating the performance of students in the first year of secondary in generalization algebraic problem solving. Journal of Technology Education, Volume 7, Number 3, (2013). Pp. 219- 205. [in persian].
[20] Eskandari, M and Moti, R. Content analysis of the chapter of algebra and equation of mathematics textbook grade 7th. paper presented at the 13th Conference on Mathematics education. Tehran. (2014). [in persian].
[21] Akbari, M and Esmaeili, M. content analysis mathematics textbook grade7 approach based on modeling, paper presented at the 13th Conference on Mathematics education. (2014). [in persian].
[22] Dehghan, H and Hasankhany, A. content analysis mathematics textbook grade7according to Anderson taxonomy of cognitive domains, Paper presented at the 13th Conference on Mathematics education. (2014). [in persian].
[23] Incikabi, L. Analysis of grades 6 through 8 geometry education in Turkey after the reform movement of 2004 (Doctoral dissertation, teachers college, columbia university), (2011).
[24] Son, J. W., A comparison of how textbooks teach multiplication of fractions and division of fractions in Korea and in the US, International Group for the Psychology of Mathematics Education. (2005).
[25] Ghahremani, A. Examining objectives and content of Math's textbooks at primerylevel using the Plesk creativity education model, M.Sc. Thesis, Shahid Rajaee Teacher Training University, (2011). [In Persian].
[26] Seyf, A. Modern educational psychology, publishing Duran. Tehran. Seventh Edition. (2013). [In Persian].
[27] Wallas, G. the art of thought. Newyork: Harcourt braco, (1926).
[28] Plsek, E. Pual. Associates, Inc. Creativity Cycle، [Online] www. Directed Creativity.Com (1997).
[29] Uzel, D. & Uyangor, s. M. Attitudes of 7th class students toward mathematics in realistic mathematics education. International mathematics forum. 1, No. 39, pp.1951-1959, (2006).
[30] Gholam Azad, s., The trace of realistic mathematics education in the school mathematics in Iran, Journal of theory practice in curriculum, pp 70-47, (2014).
[31] VanHiele, P. M. The child’s thought and geometry.English translation of selected writings of Dina van Hiele-Geldof and Pierre M. van Hiele, pp 243-252, (1959).
[32] Alamian, Vahid and ALiakbarian, F. Teaching seventh grade math. Department of Mathematics textbooks, (2014).
[33] Eslahpazir, B. et al. Mathematics textbook grade 7, the Office of Planning and compilation of textbooks, research organizations and educational planning, the Ministry of Education. (2014). [In Persian
| ||
|
آمار تعداد مشاهده مقاله: 3,128 تعداد دریافت فایل اصل مقاله: 2,139 |
||