فراتحلیل کیفی چارچوب‌های ارزیابی مهارت‌های طرح مسئلة ریاضی

نوع مقاله : پژوهشی

نویسندگان

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

2 دانشیار، آموزش ریاضی، دانشگاه تربیت دبیر شهید رجایی

چکیده

امروزه طرح مسئله یکی از موضوعات مهم در تحقیقات آموزش ریاضی است. یکی از چالش‌های پژوهشگران پس از بررسی مهارت‌های طرح مسئله و بررسی فرآیندهای تفکر، چگونگی ارزیابی آنها است. پژوهش حاضر به بررسی محتوا و روش‌شناسی این پژوهش‌ها می‌پردازد تا ساختار آنها را مشخص کند. این مطالعه، فرا تحلیلی کیفی از چارچوب‌های عمده‌ای که پژوهشگران برای ارزیابی مسائل طرح شده استفاده کرده‌اند، ارائه می‌کند تا تصویر جامعی از سیمای این پژوهش‌ها را نشان دهد. برای این منظور 25 پژوهش در مورد ارزیابی مهارت‌های طرح مسئله از بین 83 پژوهش در بین سال‌های 1994 تا 2020 انتخاب و تحلیل توصیفی و ابزاری شده است. یافته‌های فراتحلیل 9 معیار مشترک را در بین پژوهش‌‌ها مشخص می‌کنند که عبارتند از ارائة یک حل توسط دانش‌آموز، سازگاری، عبارت ریاضی، دانش زبان‌شناختی و بیان، قابلیت حل‌پذیری، کمیت و کیفیت داده‌ها، مسائل بازپاسخ و قابل تعمیم، استراتژی‌های حل و راه حل‌های چندگانه. همچنین با بررسی پژوهش‌ها چارچوبی شامل 11 معیار و با تأکید بر طرح مسئله و حل مسئله ریاضی ارائه شده است. این چارچوب توسط متخصصین ریاضی و آموزش ریاضی و معلمان هر سه مقطع تحصیلی و با کمک نظریة تعمیم‌پذیری مورد اعتباربخشی قرار گرفته و در دو مرحله آزمون شده است.

کلیدواژه‌ها


عنوان مقاله [English]

A Qualitative Meta-Analysis of Assessment Frameworks of Mathematical Problem-Posing Skills

نویسندگان [English]

  • Saeid Haghjoo 1
  • Ebrahim Reyhani 2
1 Ph.D. Student, Mathematics Education, Shahid Rajaee Teacher Training University
2 Associate Professor, Mathematics Education, Shahid Rajaee Teacher Training University
چکیده [English]

Today, problem-Posing is one of the most important topics in mathematics education research. One of the challenges researchers face after investigating problem-posing skills and thinking processes is how to evaluate them. The present study investigates the content and methodology of these studies to determine their structure. This study presents a qualitative meta-analysis of the major frameworks that researchers have used to evaluate the posed problems in order to provide a comprehensive picture of these studies. To this purpose, 25 studies on evaluating Problem-Posing Skills were selected from 83 research studies conducted between 1994 and 2020 and analyzed descriptively and instrumentally. Students presenting a solution, adaptability, mathematical expression, linguistic knowledge and expression, solvability, quantity, and quality of data, Open-Ended and generalizable problems, solution strategies, and multiple solutions are among the nine common criteria identified by the meta-analysis findings. In addition, after reviewing the research, a framework with 11 criteria was created, with an emphasis on mathematical problem-posing and problem-solving. With the aid of generalizability theory, this framework has been validated by experts in mathematics and mathematics education, as well as teachers from all three grades, and has been evaluated in two stages.

کلیدواژه‌ها [English]

  • Problem-Posing
  • Problem-Posing Evaluation Method
  • Problem-Posing Evaluation Framework Evaluation criteria
  • Generalizability Theory
  • qualitative meta-analysis
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