بدفهمی های ریاضی و عوامل بروز آن در دانش آموزان پایه چهارم ابتدایی مبتنی بر تجارب زیسته دانش آموختگان دانشگاه فرهنگیان: (مطالعه کیفی)

پژوهش در برنامه ریزی درسی

دوره 18، شماره 70، آذر 1400، صفحه 189-209   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1927053.1871

نویسندگان

ساره حق خواه^{* 1}؛ آذر داودی²؛ آمنه امیری³

¹استادیار، گروه علوم پایه، دانشگاه فرهنگیان، تهران، ایران

²استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

³دانش‌آموخته کارشناسی ارشد رشته آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران

چکیده

هدف پژوهش حاضر، واکای تجارب نومعلمان در زمینۀ شناخت و برخورد با بدفهمی­های ریاضی دانش­آموزان چهارم ابتدایی و عوامل بروز آن است. این پژوهش، کیفی با رویکرد پدیدارشناسی است. مشارکت­کنندگان این پژوهش شامل 10 نفر از دانش­آموختگان دانشگاه‏ فرهنگیان استان فارس بودند که تجربۀ تدریس ریاضی پایۀ چهارم را داشتند و بر مبنای نمونه­گیری هدفمند تا اشباع نظری داده­ها برای انجام مصاحبه انتخاب شدند. روش گردآوری داده­ها، مصاحبۀ نیمه‏ساختاریافتۀ عمیق بود. برای تجزیه و تحلیل اطلاعات حاصل از این پژوهش از روش تحلیل مضمون استفاده شد. بر اساس یافته­های پژوهش 111 مضمون پایه، 19 مضمون سازمان­دهنده و 2 مضمون فراگیر زیرِ عنوان بدفهمی­های ریاضی و عوامل بروز آن شکل گرفت. با تحلیل مضامین استخراج شده می­توان دریافت که مشارکت­کنندگان شناخت نسبتاً مطلوبی از بدفهمی­های ریاضی داشته و محتوای سنگین مطالب کتاب ریاضی پایۀ چهارم و عدم تناسب آن با رشد شناختی دانش­آموزان این پایه و در نتیجه مواجه شدن با کمبود زمان برای ارائۀ مفاهیم را مهم­ترین عوامل بروز بدفهمی ریاضی در این پایه می­دانستند؛ بنابراین با بازنگری محتوای کتاب ریاضی پایۀ چهارم می­توان انتظار داشت که بستر مناسب­تری برای فرایند یادگیری- یاددهی ریاضی و جلوگیری از بروز بدفهمی­ها فراهم گردد.

کلیدواژه‌ها

بدفهمی ریاضی؛ پایه چهارم ابتدایی؛ تجارب زیسته؛ دانش آموختگان دانشگاه فرهنگیان

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