نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

تأثیر رویکرد راه‌حل‌های چندگانه در حل مسائل مدل‌سازی ریاضی از نوع باز پاسخ بر عملکرد و علاقه دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشگاه آزاد اسلامی واحد تهران مرکزی. تهران. ایران
2 دانشگاه آزاد اسلامی، تهران مرکزی. تهران. ایران
3 گروه ریاضی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
10.22034/cstp.2026.564903.1131
چکیده
یکی از چالش‌های اساسی در آموزش ریاضیات، بهبود همزمان عملکرد و علاقه دانش‌آموزان است. آموزش‌هایی که از راه‌حل‌های چندگانه در مسائل مدل‌سازی استفاده می‌کنند می‌توانند به ایجاد دانش کمک کنند، اما مزایای انگیزشی آن‌ها به طور کامل روشن نشده است. این پژوهش با هدف بررسی تأثیر یک مداخله آموزشی برای تقویت علاقه و عملکرد ریاضی دانش‌آموزان به این شکاف می‌پردازد. روش پژوهش از نوع ترکیبی تبیینی بود؛ به‌طوری‌که بخش کمی آن به صورت نیمه‌آزمایشی و بخش کیفی آن به صورت مطالعه موردی انجام شد. ابزار سنجش عملکرد شامل ۷ آزمون محقق‌ساخته و ابزار سنجش علاقه شامل پرسشنامه و مصاحبه بود. در این پژوهش ۷۶ دانش‌آموز در گروه آزمایش و ۹۳ دانش‌آموز دختر پایه نهم در گروه کنترل از دو مدرسه دولتی منطقه ۳ تهران شرکت داشتند. مداخله آموزشی در قالب هفت جلسه و با تمرکز بر توسعه راه‌حل‌های چندگانه برای مسائل مدل‌سازی بازپاسخ ریاضی در گروه‌های کوچک اجرا شد. برای سنجش عملکرد از آزمون‌های مدل‌سازی استفاده شد که روایی آن‌ها با نظر خبرگان و پایایی آن‌ها با ضریب آلفای کرونباخ تأیید شد. برای جمع‌آوری داده‌های علاقه از پرسشنامه مبتنی بر سطح‌بندی لودینگ و زو (۲۰۰۸) در مقیاس لیکرت استفاده شد و برای تحلیل داده‌ها آزمون فریدمن به کار رفت.نتایج تحلیل داده‌ها نشان داد که علاقه و عملکرد ریاضی در گروه آزمایش افزایش معناداری داشته است. یافته‌های کیفی حاصل از مصاحبه‌های نیمه‌ساختاریافته نیز این نتایج را تأیید کرد و دانش‌آموزان حل مسئله مشارکتی و امکان کاوش راه‌حل‌های چندگانه را از عوامل اصلی افزایش تعامل و موفقیت خود دانستند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Impact of Multiple-Solution Approach in Solving Open-Response Mathematical Modeling Problems on Student Performance and Interest

نویسندگان English

masoume gholami 1
Nasim Asghary 2
Leila Golshani 3
1 Islamic Azad University, Central Tehran Branch
2 Islamic Azad University, Central Tehran Branch
3 Department of Mathematics, CT.C., Islamic Azad University, Tehran, Iran
چکیده English

One of the major challenges in mathematics education is improving students’ performance and interest simultaneously. Instruction that emphasizes the use of multiple solutions in modeling problems can contribute to the construction of mathematical knowledge; however, their motivational benefits are not yet fully understood. The present study aimed to examine the effect of an instructional intervention designed to enhance students’ interest and mathematical performance.



The study employed an explanatory mixed‑methods design, including a quasi‑experimental quantitative phase and a qualitative case study. The instruments for measuring performance consisted of seven researcher‑developed tests, and students’ interest was assessed through a questionnaire and interviews. Participants included 76 students in the experimental group and 93 ninth‑grade female students in the control group from two public schools in District 3 of Tehran. The instructional intervention was implemented in seven sessions and focused on developing multiple solutions for open‑response mathematical modeling problems through small‑group work.



Students’ performance was assessed using modeling tests whose validity was confirmed through expert judgment and whose reliability was established using Cronbach’s alpha. Students’ interest was measured using a Likert‑scale questionnaire based on the framework proposed by Luding and Zhu (2008), and the data were analyzed using the Friedman test. The results indicated a significant increase in both students’ interest and mathematical performance in the experimental group

کلیدواژه‌ها English

performance improvement
mathematical interest
mathematical modelling problems
multiple solutions
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