با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری، آموزش ریاضی، دانشگاه تربیت دبیر شهید رجایی

2 دانشیار، آموزش ریاضی، دانشگاه تربیت دبیر شهید رجایی

چکیده

این تحقیق با هدف بررسی دانش تکلیف ریاضی و دانش محتوایی عمومی معلمان دوره ابتدایی استان تهران درباره مفهوم کسر انجام شد. روش تحقیق، روش ‏توصیفی- پیمایشی و جامعه آماری شامل معلمان دوره ابتدایی استان تهران در سال تحصیلی 1398- ‏‏1397 بود که نمونه مورد مطالعه شامل 137 نفر از آن‌ها، به روش نمونه‌گیری ‏خوشه‌ای چند مرحله‌ای انتخاب شد. برای انجام این مطالعه، از یک آزمون محقق ساخته متشکل از یک تکلیف غیرمعمول دو قسمتی برای بررسی دانش ‏تکلیف ریاضی و دانش محتوایی عمومی معلمان دوره ابتدایی درباره مفهوم کسر استفاده شد. نتایج ‏بررسی‌ها، نشان داد که معلمان از دانش تکلیف ریاضی و دانش محتوایی عمومی مناسبی درباره مفهوم کسر (زیرساختار جزء به کل) برخوردار نیستند. تأکید بیش‌ازحد بر زیرساختار ‏جزء به کل، توجه نکردن به همه ابعاد زیرساختار جزء به کل و نپرداختن متوازن به سایر ‏زیرساختارهای مفهوم کسر در محتواهای آموزشی معلمان و دانش‌آموزان می‌تواند بخشی از ‏دلایل احتمالی این ضعف باشد؛ بر همین اساس، پیشنهاد این تحقیق، پرداختن متوازن به همه زیرساختارهای مفهوم کسر و تسلط‌زدایی از رویکرد جزء به کل در محتواهای آموزشی معلمان و دانش‌آموزان و ارتقاء دانش محتوایی عمومی و دانش تکلیف ریاضی معلمان دوره ابتدایی از طریق برگزاری دوره‌ها و کارگاه‌های آموزشی است.‏

کلیدواژه‌ها

عنوان مقاله [English]

Using An Unusual Task to Investigate Elementary School Teachers’ Mathe-matical -Task Knowledge and ‎Common Content Knowledge of Fraction Con-cept in Tehran Province

نویسندگان [English]

  • Mehdi Izadi 1
  • Ebrahim Reyhani 2

1 Phd Student, Mathematics Education, Shahid Rajaee Teacher Training University

2 Associate Professor, Mathematics Education, Shahid Rajaee Teacher Training University

چکیده [English]

This research was conducted with the aim of ‎investigating ‎Mathematical-Task Knowledge and Common Content Knowledge ‎of ‎elementary School teachers of fraction concept in Tehran province. The method of this study was ‎descriptive-survey method, its ‎statistical ‎population included the elementary School teachers in Tehran province ‎in the academic year 1397-‎‎1398 and its sample were 137 ‎people ‎selected by multi-stage cluster sampling method. In this study, a researcher-made test consisting of an unusual two-part task was used to examine the Mathematical-Task Knowledge and Common Content Knowledge ‎of ‎elementary teachers regarding the fraction concept.‎ The results of the study revealed that teachers do not have ‎suitable Mathematical-Task Knowledge and Common Content Knowledge of the fraction concept (part-whole sub-construct). ‎The overemphasis on part-whole sub-construct, lack of attention ‎to all aspects of part-whole sub-construct of fraction, and lack of ‎balanced attention to other sub-constructs of fraction concept in the ‎educational content of teachers and students can be part of the ‎possible causes of this weakness. Therefore, balancing the various ‎sub-constructs of fraction concept and disengagement from the part-whole approach in the educational content of teachers and students and improving elementary teachers' Common Content Knowledge and Mathematical-Task Knowledge through courses and workshops are the suggestions of this study.

کلیدواژه‌ها [English]

  • Mathematical-Task Knowledge
  • Common Content Knowledge
  • Elementary Teachers
  • Fraction Concept
  • Unusual Task
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