مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

ویژگی متغیرهای تکلیف در مسائل طراحی شده از سوی معلمان و دانشجو معلمان در حوزه نسبت و تناسب

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش آموخته دکتری آموزش ریاضی، دانشکده علوم پایه، واحد تهران مرکزی، دانشگاه آزاد اسلامی. تهران. ایران
2 استادیار پژوهشگاه مطالعات آموزش و پرورش، وابسته به سازمان پژوهش و برنامه‌ریزی آموزشی. تهران، ایران
10.22034/emes.2025.2040695.2590
چکیده
هدف:  این پژوهش به بررسی رفتار طرح مساله معلمان و دانشجومعلمان، در حوزه نسبت و تناسب، پرداخته است. این امر با تمرکز بر سه متغیر تکلیف مرتبط با مسائل این حوزه شامل نوع مساله، ساختار عددی و زمینه معنایی انجام شد.
روش پژوهش: روش پژوهش کمّی از نوع توصیفی بوده است. نمونه آماری شامل 75 معلم دبستان، 37 معلم ریاضی متوسطه اول از سه منطقه آموزشی شهر تهران و 68 دانشجومعلم ( 27 نفر آموزش ابتدایی و 41 نفر آموزش ریاضی) از سه پردیس فرهنگیان این شهر بودند. اجرای پژوهش شامل درخواست از شرکت‌کنندگان برای طراحی 5 مساله مکتوب درباره محتوای نسبت و تناسب، در پایه مورد تدریس بود.
یافته‌ها: فراوانی مسائل تناسبی طرح شده‌ نوع «مقدار مجهول»، بیش از سایر انواع مسائل تناسبی بود؛به‌طور میانگین هر شرکت‌کننده، از هریک از سه گروه مستقل، بیش از سه فرصت را به طرح مساله تناسبی نوع مقدار مجهول اختصاص داد. میزان استفاده ساختار عددی با ماهیت «مضارب درون‌نسبتی صحیح»، در بین افراد هر سه گروه، کمتر از سایر ساختارهای عددی بود. در خصوص زمینه معنایی مسائل طرح شده، بیش از نیمی از مشارکت‌کنندگان گونه‌ معنایی «اندازه‌های خوب قطعه‌بندی شده» را به‌کار نگرفتند. گونه معنایی «انبساط و انقباض‌ها» در بین مسائل طرح شده توسط معلمان در حال خدمت مشاهده نشد.
نتیجه‌گیری: شایسته است در بستر برنامه‌های توسعه حرفه‌ای معلمان و نیز به واسطه طرح آموزشی مدون برای دانشجومعلمان، ابعاد و علل شناختی استفاده از انواع مسائل تناسبی، بهره‌‌برداری به‌جا از ساختارهای عددی و بهره‌گیری متوازن از گونه‌های معنایی به منظور توسعه کاربردی این استدلال تبیین و گسترش یابد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Characteristics of Task Variables in Problems Posed by Teachers and Pre-service teachers in the Field of Ratio and Proportion

نویسندگان English

Afsaneh Poorang 1
Masoud Kabiri 2
1 Ph.D. in Mathematics Education, Faculty of Basic Science, Central Tehran Branch, Islamic Azad University.Tehran, Iran
2 Assistant Professor of Research Institute for Education, Tehran, Iran
چکیده English

Objective: This research investigated the problem-posing behavior of teachers and pre-service teachers in the field of ratios and proportions. This was conducted by focusing on three task variables related to this content; problem type, number structure, and semantic types of proportional problems.
Methods: Descriptive data analysis methods were used in this study. The participants included 75 elementary school teachers, 37 middle school mathematics teachers from three educational districts in Tehran, and 68 pre-service teachers (27 PSTs majoring in elementary education and 41 PSTs majoring in mathematics education) from three teacher training campuses in the city. The implementation involved asking participants to pose five written problems related to the content of ratio and proportion at the grade level they were teaching.
Results: The results showed that the number of proportional problems posed as missing-value problems was greater than that of other types. On average, each individual in the three independent groups allocated more than 3 opportunities to pose this type of proportional problems. In all three groups, the number structure of within-integer ratios, had the lowest usage rate. Regarding the context of the problems, more than half of the participants, did not pose problem of the well-chunked measures type. Additionally, problems with the semantic context of ​​stretchers and shrinkers were not observed among elementary and middle school teachers’ posed problems
Conclusion: In the context of teachers’ professional development programs and through didactical design for pre-service teachers, it is essential to disseminate the dimensions and cognitive reasons for the necessity of utilizing various types of proportional problems, to ensure the balanced use of semantic types and to leverage numerical structures effectively.

کلیدواژه‌ها English

Keywords: Ratio and proportion. Problem posing. Task variables. Teachers
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