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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 | ||
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