بدفهمی های ریاضی و عوامل بروز آن در دانش آموزان پایه چهارم ابتدایی مبتنی بر تجارب زیسته دانش آموختگان دانشگاه فرهنگیان: (مطالعه کیفی)
الموضوعات : پژوهش در برنامه ریزی درسی
ساره حق خواه
1
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آذر داودی
2
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آمنه امیری
3
1 - استادیار، گروه علوم پایه، دانشگاه فرهنگیان، تهران، ایران
2 - استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
3 - دانش‌آموخته کارشناسی ارشد رشته آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران
الکلمات المفتاحية: تجارب زیسته, بدفهمی ریاضی, پایه چهارم ابتدایی, دانش آموختگان دانشگاه فرهنگیان,
ملخص المقالة :
هدف پژوهش حاضر، واکای تجارب نومعلمان در زمینۀ شناخت و برخورد با بدفهمی های ریاضی دانش آموزان چهارم ابتدایی و عوامل بروز آن است. این پژوهش، کیفی با رویکرد پدیدارشناسی است. مشارکت کنندگان این پژوهش شامل 10 نفر از دانش آموختگان دانشگاه فرهنگیان استان فارس بودند که تجربۀ تدریس ریاضی پایۀ چهارم را داشتند و بر مبنای نمونه گیری هدفمند تا اشباع نظری داده ها برای انجام مصاحبه انتخاب شدند. روش گردآوری داده ها، مصاحبۀ نیمه ساختاریافتۀ عمیق بود. برای تجزیه و تحلیل اطلاعات حاصل از این پژوهش از روش تحلیل مضمون استفاده شد. بر اساس یافته های پژوهش 111 مضمون پایه، 19 مضمون سازمان دهنده و 2 مضمون فراگیر زیرِ عنوان بدفهمی های ریاضی و عوامل بروز آن شکل گرفت. با تحلیل مضامین استخراج شده می توان دریافت که مشارکت کنندگان شناخت نسبتاً مطلوبی از بدفهمی های ریاضی داشته و محتوای سنگین مطالب کتاب ریاضی پایۀ چهارم و عدم تناسب آن با رشد شناختی دانش آموزان این پایه و در نتیجه مواجه شدن با کمبود زمان برای ارائۀ مفاهیم را مهم ترین عوامل بروز بدفهمی ریاضی در این پایه می دانستند؛ بنابراین با بازنگری محتوای کتاب ریاضی پایۀ چهارم می توان انتظار داشت که بستر مناسب تری برای فرایند یادگیری- یاددهی ریاضی و جلوگیری از بروز بدفهمی ها فراهم گردد.
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