نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

تأثیر نمودارهای پویا در درک مفهوم تقسیم بر صفر: یک رویکرد شهودی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 Mathematics Department, Islamic Azad University, Arak Branch. Arak
2 Department of Mathematics, Arak branch, Islamic Azad University, Arak, Iran
10.22034/cstp.2026.557272.1118
چکیده
هدف از پژوهش حاضر، بررسی تأثیر به‌کارگیری یک رویکرد شهودی در بهبود درک مفهوم «تقسیم بر صفر» با استفاده از نمودارهای پویا در محیط نرم‌افزار جئوجبرا است. تقسیم بر صفر یکی از مفاهیم چالش برانگیز در آموزش ریاضی است که معمولاً از سوی دانش‌آموزان بدون درک مفهومی و صرفاً به‌عنوان یک قانون پذیرفته می‌شود. در این راستا، با الهام از رویکرد دوژکووا و مکلوفین(2013) مداخله‌ای آموزشی مبتنی بر بازنمایی‌های پویا طراحی و اجرا شد. در این مطالعه، ۷۰ دانش‌آموز دوره‌ی دوم متوسطه در شهرستان شازند با طرح نیمه‌تجربی پیش‌آزمون ـ پس‌آزمون مورد بررسی قرار گرفتند. نتایج تحلیل داده‌ها نشان داد که مداخله آموزشی موجب بهبود معنادار درک مفهومی دانش‌آموزان از تقسیم بر صفر شد. یافته‌ها نشان می دهد که بهره گیری از ابزارهای تصویری و پویای آموزشی مانند جئوجبرا، می‌تواند به ارتقای درک مفهومی دانش‌آموزان از مفاهیم انتزاعی ریاضی مؤثر باشد و در طراحی روش‌های نوین تدریس مورد توجه قرار گیرد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Impact of Ddynamic Diagrams on Understanding the Concept of Division by Zero: An Intuitive Approach

نویسندگان English

Majid Haghverdi 1
zahra parishanimarzigarani 2
1 دانشگاه ازاد اسلامی اراک. دانشکده علوم پایه گروه ریاضی.
2 گروه ریاضی، واحد اراک، دانشگاه آزاد اسلامی ، اراک، ایران
چکیده English

The present study aims to investigate the effect of using an intuitionapproach on improving the understanding of the concept of “division by zero” through dynamic diagrams in the GeoGebra environment. Division by zero is one of the challenging topics in mathematics education, which is often accepted by students merely as a rule, without conceptual understanding. In this regard, inspired by the approach introduced by Droujkova and McLoughlin (2013), an instructional intervention based on dynamic visual representations was designed and implemented. In this quasi-experimental study with a pre-test–post-test design, 70 high school students from Shazand city participated. The data analysis results indicated that the educational intervention significantly improved students’ conceptual understanding of division by zero. The findings suggest that the use of visual and dynamic educational tools such as GeoGebra can effectively enhance students’ conceptual understanding of abstract mathematical concepts and should be considered in the design of innovative teaching methods

کلیدواژه‌ها English

Division by zero
visual representation
dynamic diagram
GeoGebra
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