پیوندهای مفید
آمار
| تعداد نشریات | 11 |
| تعداد شمارهها | 229 |
| تعداد مقالات | 2,338 |
| تعداد مشاهده مقاله | 3,731,340 |
| تعداد دریافت فایل اصل مقاله | 2,733,300 |
پدیدارشناسی چرخة مدلسازی دانشآموزان پایة نهم در حل یک مسأله اصیل | ||
| فناوری آموزش | ||
| مقاله 5، دوره 11، شماره 2 - شماره پیاپی 42، فروردین 1396، صفحه 149-160 اصل مقاله (1.57 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2017.634 | ||
| نویسندگان | ||
| کاظم عبدالهپور1؛ ابوالفضل رفیعپور* 2 | ||
| 1دبیر ریاضی شهرستان کهنوج، ایران | ||
| 2گروه آموزش ریاضی، دانشکده ریاضی و کامپیوتر، دانشگاه شهید باهنرکرمان. کرمان، ایران | ||
| تاریخ دریافت: 18 آذر 1394، تاریخ بازنگری: 19 اردیبهشت 1396، تاریخ پذیرش: 06 خرداد 1396 | ||
| چکیده | ||
| هدف مقاله حاضر، بررسی تجربه زیستة چرخة مدلسازی دانشآموزان با استفاده از رویکرد پدیدارشناختی است. برای این منظور، از یک مسأله با عنوان «نان محلی و نان شهری» استفاده شده است که حاصل تجربة 3 سالة نویسنده اول، در یکی از روستاهای واقع در محدودة جنوب شرقی ایران بوده است. در این پژوهش، از نمونهگیری هدفمند استفاده شده و تا رسیدن به اشباع اطلاعات، نمونهگیری ادامه یافته است. در این مطالعه، جمعاً 16 دانشآموز دختر پایه نهم (8 گروه دو نفره) شرکت داشتند. دادههای مطالعه از منابع مختلف شامل مشاهده مشارکتی، برگههای دانشآموزان، گفتگوهای بین مصاحبهگر و دانشآموز و مصاحبههای نیمهساختیافته جمعآوری و با استفاده از روش تفسیری، تحلیل شدهاند. یافتههای مسأله پخت نان که مسألهای اصیل و برگرفته از زندگی واقعی دانشآموزان روستایی بود، نشان میدهد دانشآموزان از مرحلة اول تا پنجم مدلسازی به ترتیب قادرند مسأله دنیای واقعی را بیان کنند؛ از دادههای واقعی مدل ریاضی بسازند؛ با استفاده از تجربة زیسته و دانش ریاضی نتایج ریاضی را به دست آورند. تجربة پخت نان بر تجسم دانشآموزان در تفسیر نتایج و باور آنها اثر گذاشته است. بنابراین، مهمترین نتایجی که پژوهش حاضر به آن رسیده است عبارتند از اینکه تجربة زیستة دانشآموزان به حل مسألة مدلسازی کمک کرده است و نقش مهمی در پر کردن شکاف بین دنیای واقعی و دنیای ریاضی داشته است. | ||
| کلیدواژهها | ||
| پدیدارشناسی؛ مسألة اصیل؛ چرخة مدلسازی؛ تجربة زندگی روزمره | ||
| موضوعات | ||
| فناوری آموزش- دوره متوسطه | ||
| عنوان مقاله [English] | ||
| Phenomenology of Modeling Cycle of Grade Ninth Students in Solving an Authentic Problem | ||
| نویسندگان [English] | ||
| K. Abdollahpour1؛ A. Rafiepour2 | ||
| 1Mathematics teacher, Kahnooj city, Iran | ||
| 2Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman. Kerman. Iran | ||
| چکیده [English] | ||
| The aim of the present study is to examine the lived experience of the modeling cycle students with using a phenomenological approach. For this purpose, a problem called "local bread and city bread" was used that designed upon 3- year experience of the first author who lived in one of the villages located in the south-eastern part of Iran. In this research, purposive sampling was used to achieve data saturation. In this study, a total of 16 ninth grade female students (8 pairs) took part. Data of this Study collected from various sources, including participant observation, student responses, dialogue between teacher and students and semi-structured interviews. These data were analyzed through interpretation. Finding of this study show that students are capable to determine real world problem and they can make a math model for real world problem. Indeed, experience of everyday life of students helps them to visualize and interpret the bread problem. So, important findings of this study are firstly lived experience of students help them to solve the modeling problem, and secondly lived experience can fill the gap between real world and mathematical world. | ||
| کلیدواژهها [English] | ||
| Phenomenology, authentic problem, modeling cycle, experience of everyday | ||
| مراجع | ||
|
[1] Secretariat to produce curriculum, Curriculum Islamic Republic of Iran, The third Edition, research organizations and educational programming, (2009). [In Persian] [2] M. Niss, W. Blum, and P. Galbraith, “Part 1: Introduction. In W. Blum, P. L. Galbraith, H. Henn, M. Niss, (Eds.)”,Modelling and Applications in Mathematics Education: ICMI Study 14,New York: Springer, pp.12-13, (2007). [3] W. Blum, R.B. Ferri, “Mathematical Modeling: Can It Be Taught And Learnt?”, Journal of Mathematical Modeling and Application, Vol. 1, No. 1, pp. 45-58, (2009). [4] A. Karimiyanzadeh, and A. Rafiepour, ‘Ignoring common sense in solving real-world problems’, Journal of Mathematics Education. Training Publications Office, the Research and Educational Planning, Ministry of Education and breeding. Vol. 107, pp 37- 44, (2012). [In Persian] [5] K. Abdollahpour, the study levels of competency of modeling in grade 9th and 10th, Master Thesis, Shaid Bahonar university, Kerman, (2012). [In Persian] [6] L. Verschaffel, “Taking the modeling perspective seriously at the elementary school level: promises and pitfalls (plenary lecture). In A.D. Cockburn & E. Nardi (Eds.)”, Proceeding of the 26th Conference of the international group for the psychology of mathematics education, Norwich, England University of East Anglia, Vol. 1 , pp. 64-80, (2002). [7] G. Kaiser, and B. Schwarz, “Mathematical modelling as bridge between school and university”, ZDM-The International Journal of Mathematics Education, Vol. 36, No. 2, pp. 196-208, (2006). [8] R. Borromeo Ferri, “On the influence of mathematical thinking styles on learners’ modeling behavior”, Journal for Didactics of Mathematics, Vol. 31, No. 1, pp. 99–118, (2010). [9] C. Haines, and R. Crouch, “Remarks on [10] R. Borromeo Ferri, “Theoretical and empirical differentiations of phases in the modeling process”, ZDM-The International Journal of Mathematics Education, Vol. 38, No. 2, pp. 86–95, (2006). [11] P. Galbraith, G. Stillman, J. Brown, and I. Edwards, “Facilitating middle secondary modeling competencies. In C. Haines, P. Galbraith, W. Blum, & S. Khan, (Eds.)”, Mathematical modeling (ICTMA12): Education, engineering and economics, (2006). [12] P. Galbraith, and G. Stillman, “A framework for identifying student blockages during transitions in the modeling process”, ZDM-The International Journal of Mathematics Education, Vol. 38, No. 2, pp. 143-162, (2006). [13] P. Galbraith, G. Stillman, and J. Brown, “Turning ideas into modeling problems. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford (Eds.)”, Modeling students' mathematicalmodeling competencies New York: Springer, pp. 133-144, (2010). [14] C. Huang, “Investigating engineering students’ mathematical modeling competency”, World Transactions on Engineering and Technology Education (WIETE), Vol. 10, No. 2, pp. 99-104, (2012).
[15] T. Prodromou, “Multidirectional modeling for fostering students’ connections between real contexts and data and probability distributions. In K. Maker, B. de Sousa & R. Gould (Eds.)”, Proceedings of the 9th International Conference on Teaching Statistics (ICOTS9), (2014). Flagstaff, AZ: IASE/ISI. Available: http://icots.net/9/proceeding/pdfs/ICOTS9_6E3_PRODROMOU.pdf. Accessed 20 September (2015).
[16] G. Stillman, P. Galbraith, J. Brown, and I. Edwards, “A framework for success in implementing mathematical modeling in the secondary classroom in mathematics. In J. Watson & K. Beswick (Eds.)”, Mathematics: Essential research, essential practice. Proceedings of the 30th annual conference of the Mathematics Research Group of Australasia, Hobart, Adelaide: MERGA, pp. 688-707, (2007).
[17] G. Stillman, Implementing applications and modeling in secondary school: Issues for teaching and learning. In B. Kaur & J. Dindyal (Eds.), Mathematical applications and modeling (Yearbook 2010 of the Association of Mathematics Educators), Singapore: World Scientific, pp. 300–322. (2010).
[18] G. Stillman, “Applying meta-cognitive knowledge and strategies to applications and modeling tasks at secondary school. In G. Kaiser, W. Blum, R. Borromeo Ferri, & G. Stillman (Eds.)”, Trends in teaching and learning of mathematical modeling: ICTMA 14, New York: Springer, pp. 165-180, (2011).
[19] G. Stillman, “Applications and modeling research in secondary classrooms: What have we learnt? [Regular Lecture]”, In Proceedings of the 12th international congress on mathematical education, held 8–15 July, (2012) at Seoul. Published on-line at: www.icme12.org. Accessed 1 July 2015.
[20] J. Brown, “Inducting Year 6 Students into A Culture of Mathematician as a Practice. In G. Stillman ,G. Kaiser, W. Blum. & J , Brown, (Eds.)”, Teaching Mathematical Modeling: Connecting to Research and Practice, New York: Springer, pp. 295- 205, (2013).
[21] M. Ludwig, and B. Xu, “A Comparative Study of Modeling Competencies Among-Chinese and German Students”, Journal for didactics of Mathematics. Vol. 31, pp. 77–97, (2010).
[22] A. Mohammadpur, Qualitative research method counter method 1, The Practical stages and procedures in qualitative methodology, In: Tehran, Sociology, Second Edition, (2013).
[23] H. A. Abedi, ‘Application of phenomenological research in clinical sciences’, Journal of strategy, the nineteenth year, No. 54, pp. 227-224, (2010). [In Persian]
[24] M. T. Iman, Methodology of Qualitative Researches, In Qom, Department of philosophy of social science and humanities, Second Edition, (2014). [In Persian]
[25] A. Mohammadpur, Qualitative research method counter method 2, The Practical stages and procedures in qualitative methodology, In: Tehran, Sociology, Second Edition, (2013). [In Persian]
[26] R. Borromeo Ferri, “Personal experiences and extra-mathematical knowledge as an influence factor on modeling routes of pupils”, Paper presented at the Fifth Congress theEuropean Society for Research in Mathematics Education (CERME 5), Cyprus, Greece, (2007). | ||
|
آمار تعداد مشاهده مقاله: 1,228 تعداد دریافت فایل اصل مقاله: 929 |
||