نوع مقاله : پژوهشی
نویسندگان
1 کاندیدای دکتری گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران
2 دانشیار گروه روان شناسی تربیتی ، دانشکده علوم تربیتی و روان شناسی، دانشگاه الزهرا، تهران، ایران
3 استادیار سازمان پژوهش و برنامه ریزی آموزشی، پژوهشگاه مطالعات آموزش و پرورش، تهران، ایران
4 استادیار، گروه برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to examine the representation of number sense components in mathematics textbooks used in the first cycle of primary education. Shannon entropy was employed to calculate the relative weight of each component, while comparative analysis was used to investigate patterns in the distribution of these components across grade levels. The units of analysis consisted of the activities and exercises presented in the mathematics textbooks for Grades 1, 2, and 3 of primary school. Data were collected using a checklist of number sense components and a content analysis coding form developed based on the theoretical literature and previous empirical studies in the field of number sense. The findings indicated that the components “reasonableness checking” (0.318), “counting” (0.254), and “adaptive strategy use” (0.076) received the greatest emphasis. In contrast, the components “number composition and decomposition,” “distinguishing quantity from physical size,” and “understanding the effects of operations on numbers” received the least emphasis. The results further showed that the textbooks mainly emphasized foundational number sense skills, including counting, number recognition, and computation. However, higher-order conceptual aspects of number sense, such as estimation and understanding the effects of operations on numbers, were less frequently represented. In addition, the comparative analysis revealed that the distribution of some components across grade levels lacked sufficient coherence and continuity. These findings highlight the need for a more balanced representation of number sense components in primary mathematics textbooks and may contribute to the development of culturally grounded assessment tools within the context of the Iranian educational system.
کلیدواژه‌ها [English]
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