بدفهمی های ریاضی و عوامل بروز آن در دانش آموزان پایه چهارم ابتدایی مبتنی بر تجارب زیسته دانش آموختگان دانشگاه فرهنگیان: (مطالعه کیفی)
محورهای موضوعی : 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
کلید واژه: تجارب زیسته, بدفهمی ریاضی, پایه چهارم ابتدایی, دانش آموختگان دانشگاه فرهنگیان,
چکیده مقاله :
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.
The purpose of this study was to explore the experiences of new teachers in the field of recognizing and dealing with the mathematical misunderstandings and their causes in the fourth grade elementary school students. This research was qualitative with a phenomenological approach. The participants were 10 teachers who were graduated from Fars Farhangian University and had experiences of teaching mathematics in the fourth grade of elementary, which were selected by a purposive sampling for interview until the data were saturated. The data collection method was in-depth semi-structured interview. The thematic analysis method was used to analyze the data. The findings showed that, 111 basic themes, 19 organizing themes and 2 comprehensive themes were formed under the title of mathematical misunderstandings and their causes. By analyzing the extracted themes, it can be realized that the participants had a relatively good knowledge of mathematical misunderstandings. They considered the heavy content of the fourth grade mathematics textbook and its incompatibility with the cognitive development of the students and the lack of time to present the concepts as the most important causes of mathematical misunderstandings in this grade. Therefore, by reviewing the content of the fourth- grade mathematics textbook, it can be expected that a more appropriate platform for the mathematic teaching _learning process and preventing misunderstandings should be provided.
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