بررسی دانش محتوا و دانش پداگوژی محتوای معلمان ابتدایی و ارتباط آن با توانایی حل مسائل کسرهای ریاضی دانش‌آموزان
محورهای موضوعی : پژوهش در برنامه ریزی درسیابوالفضل رفیع پور 1 , فرهاد کاظمی 2 , محمدرضا فدایی 3
1 - دانشجوی دکترای آموزش ریاضی، دانشگاه شهید باهنر کرمان، کرمان، ایران.
2 - هیئت‌علمی گروه آموزش ریاضی، دانشکده ریاضی و کامپیوتر، دانشگاه شهید باهنر کرمان، کرمان، ایران.
3 - هیئت‌علمی گروه آموزش ریاضی، دانشکده ریاضی و کامپیوتر، دانشگاه شهید باهنر کرمان، کرمان، ایران.
کلید واژه: دانش محتوا, حل مسئله, دانش پداگوژی محتوا, کسرهای ریاضی,
چکیده مقاله :
هدف این مطالعه بررسی دانش محتوا و دانش پداگوژی محتوای معلمان ابتدایی و ارتباط آن با توانایی حل مسائل کسرهای ریاضی دانش‌آموزان بود؛ بنابراین 256 معلم پایه پنجم و ششم ابتدایی به‌صورت تصادفی انتخاب شدند و ابزار سنجش دانش محتوا و دانش پداگوژی محتوا روی آن‌ها اجرا شد. همزمان ابزار سنجش توانایی حل مسائل کسر نیز روی 5179 دانش‌آموز همان معلمان اجرا شد. نتایج نشان داد: 1) معلمان مدارس ابتدایی فاقد دانش محتوا و دانش پداگوژی محتوای مناسب و کافی درزمینة کسرهای ریاضی می‌باشند. 2) توانایی حل مسائل کسر دانش‌آموزان بخصوص روی مسائل مفهومی ضعیف است. 3) بین دانش محتوا و دانش پداگوژی محتوا با توانایی حل مسئله کسر دانش‌آموزان همبستگی مثبت معناداری وجود دارد. 4) تحلیل ساختار میانگین‌ها، بین معلمان زن و مرد نشان داد که گرچه میانگین دانش محتوا و دانش پداگوژی محتوای معلمان مرد از معلمان زن اندکی بالاتر است، اما تفاوت معنی‌داری بین آن‌ها وجود ندارد. 5) مشخص شد که بین دانش محتوا و دانش پداگوژی محتوا با شاخص‌های سابقه تدریس و مدرک تحصیلی معلم‌ها همبستگی مثبت و معناداری وجود دارد. نتایج این مطالعه لزوم توجه ویژه به بازنگری در دوره‌های آموزش پیش از خدمت و ضمن خدمت معلمان را مورد تأکید قرار می‌دهد.
The purpose of this study is to investigate content knowledge(CK) and pedagogy content knowledge(PCK) of the primary school teachers and its relation with the students’ problem-solving ability at mathematical fractions. Therefore, 256 teachers of the fifth and sixth grade were selected randomly, and measuring scale of CK and PCK was administered on them. Also, measuring scale of the ability of solving fraction problems was administered on 5179 students of the same teachers. The result shows that; 1) The primary school teachers lack right and adequate CK and PCK at mathematical fractions; 2) Students’ ability at solving fraction problems was poor especially on conceptual problems; 3) There is positive and significant relationship between CK and PCK with students’ problem solving ability at fractions. Mean structural analysis between male and female teacher's shows although the mean of CK and PCK of the male teachers is higher than that of female teachers, there is no significant difference between them. It was proved that there is positive and significant relationship between CK and PCK with instructional experiences and academic degrees of the teachers. The result of this study emphasizes special attention to reviewing and revising pre-service and in-service training of the teachers.
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