تاثیر استفاده از بازنمایی ها بر کیفیت تدریس مفاهیم جبری (معادله درجه اول )

Subject Areas : Statistics

Akram Daryaee ¹ (مدیر/مقطع متوسطه دوره دوم /آموزش و پرورش)
Abolfazl tehranian ² (ْScience and Research branch, Islamic Azad University)
Ahmad shahvarani ³ (دانشگاه استارا)
محسن رستمی مال خلیفه ⁴ (science and research branch, islamic azad university)

Received: 2021-06-09 Accepted : 2021-09-19 Published : 2024-01-18

Keywords: عملکرد, معادله درجه اول, تدریس جبر, بازنمایی, : ریاضی,

Abstract :

Teaching and learning of Algebra has been always challenging. The process of teaching of Algebra in schools should help students to understand that most of algebraic ideas can be tangible by using representations. It must be tried to help students create mathematical concepts and ideas by providing them an intuitive point of view and gradually moving from concrete and tangible experiences towards more abstract ideas and also through the appropriate use of multiple representations. The main aim of this study is to examine the effectiveness of the use of different types of representations on quality of teaching Algebraic concepts. Research framework was created by three types of representations; numerical, symbolic and graphical. The study sample was selected from a school in District 4th Tehran, Iran. In this quasi-experimental research were implemented among 83 tenth grade female students in humanities, natural sciences, and mathematics subjects. The research tool is researcher-made mathematical test. Formal and content validity was confirmed by 8 professors of mathematics. Using Cronbach alpha criterion, its reliability coefficient was 0.85. Data were collected before and after representation-based teaching method in the experimental group and classic teaching method in the control group. The results of the findings based on statistical inferences on SPSS24 software, showed that using each " graphic, symbolic, numerical representations " regard to teaching status of Algebraic concepts and student’s conditions, have positive impact on their performance when solving algebraic problems at tenth grade. The results of this research are useful for math educators and textbook authors.

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