نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

استفاده از مسائل باز پاسخ برای ارتقای مهارت‌های مدل سازی ریاضی دانش آموزان: بیمارستان را کجا بسازیم؟

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش‌آموخته کارشناسی ارشد آموزش ریاضی از دانشگاه فرهنگیان و دبیر ریاضی، کرج
2 گروه آموزش ریاضی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
چکیده
در این مقاله، تأثیر تدریس ریاضی با رویکرد حل مسائل بازپاسخ بر ارتقای مهارت‌های مدل‌سازی ریاضیِ دانش‌آموزان بررسی شد و روش پژوهش، شبه‌آزمایشی با دو گروه آزمایش و گواه بود. نمونه مورد مطالعه، 64 نفر از دانش‌آموزان پایه هشتم یک مدرسه در استان البرز در سال تحصیلی 1402-1401 بود که نویسنده اول، معلم ریاضی آنها بود. براساس نمرات ریاضی نوبت اول که پیش-آزمون محسوب شد، دانش‌آموزان به‌طور تصادفی در دوکلاس 32 نفریِ همگن به‌عنوان گروه آزمایش و گروه گواه قرارگرفتند. اجرای پژوهش در پایان سال‌تحصیلی و پس از اتمام کتاب درسی بود. در انتخاب مسئله‌ها، از محتوای تمام استفاده شد. دانش‌آموزان گروه آزمایش، در پنج‌جلسه با رویکرد حل مسائل بازپاسخ مبتنی بر چارچوب مونرو (2015) شرکت کردند و دانش‌آموزان گروه گواه، در پنج‌جلسه، به حل مسائل معمولی ریاضی پرداختند. ابزار جمع‌آوری داده‌ها در پس‌آزمون، یک مسئله مدل‌سازی بود. برای تجزیه و تحلیل راه‌حل‌های دانش‌آموزان، از چرخه اصلاح شده مدل‌سازی بلوم  (2011) استفاده شد. نتایج نشان داد که دانش‌آموزانی که تجربه حل مسائل بازپاسخ را کسب کردند، عملکرد بهتری در حل مسئله مدل‌سازی داشتند و راهبردهای متنوع‌تر و خلاقانه‌تری را به‌کار بردند. نتیجه‌گیری این پژوهش این است که مسائل بازپاسخ، نقش مؤثری در ارتقای مهارت‌های مدل‌سازی ریاضی دانش‌آموزان پایه هشتم دارند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Using Open-Ended Problems to Enhance Students' Mathematical Modeling Skills: Where Should We Build the Hospital?

نویسندگان English

Mojtaba Asadi 1
Reza Heidari Ghezeljeh 2
1 Master's Graduate in Mathematics Education, Farhangian University & Math Teacher, Karaj
2 Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده English

The purpose of this research was to investigates the impact of teaching mathematics through open-ended problems on enhancing students’ mathematical modeling skills. The study was conducted using a quasi-experimental method, with two experimental and control groups. The sample included 64 Grade 8 students in one of the cities of Alborz province during the 2022-2023 academic year. The students were divided into two homogenious classes of 32, based on their first mathematics exam scores as pre-test. The research conducted at the end of school year and after the curriculum was covered fully. The experimental group participated in five sessions using open-ended problems that required mathematical modeling skills. The control group received five sessions of solving routine mathematics problems. The data collected at the post-test via a mathematical modeling problem. Students’ solutions were evaluated based on Blum’s (2011) modified modeling cycle. The results showed that students who worked on open-ended problems that required modelling skills, performed better and employed more creative strategies in solving the post-test mathematics problem. Thus the research concludes that open-ended problems could contribute to enhancing the Grade 8 students’ mathematical problem-solving and their modeling skills.

کلیدواژه‌ها English

Open-ended problems
Communication
Divergent thinking
Mathematical modeling
Mathematics curriculum
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