نوآوری‌های آموزشی

نوآوری‌های آموزشی

به‌کارگیری استعاره‌ برای واکاوی باورهای دانش‌آموزان پایه‌های چهارم و هشتم دربارۀ امتحان ریاضی و حل سؤالات سخت ریاضی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری گروه ریاضی، دانشکدۀ علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
2 دانشیار گروه ریاضی، دانشکدۀ علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
چکیده
پژوهش پیش‌رو با روش توصیفی ـ پیمایشی و با هدف واکاوی باورهای دانش‌آموزان پایه‌های چهارم و هشتم دربارۀ «امتحان ریاضی» و «حل سؤالات سخت ریاضی» با استفاده از استعاره‌ انجام شده است. جامعۀ آماری دربردارندۀ دانش‌آموزان پایه‌های چهارم و هشتم شهرکرد بوده و 361 دانش‌آموز پایۀ چهارم و 360 دانش‌آموز پایۀ هشتم با روش نمونه‌گیری تصادفی ـ خوشه‌ای انتخاب شدند. برای واکاوی باورها از دانش‌آموزان خواسته شد، با ذکر دلیل، دربارۀ امتحان ریاضی و حل سؤالات سخت ریاضی استعاره‌ای بیان کنند. با بررسی استعاره‌های دانش‌آموزان و دلایل آن‌ها، مقوله‌هایی مانند «لذت‌بخش»،«نیازمند تلاش و هوش زیاد» و «آزاردهنده» به دست آمد. با بررسی دقیق‌تر، برخی از باورهایی که در استعاره‌ها پنهان بود استخراج شد. اغلب دانش‌آموزان دربارۀ امتحان ریاضی و حل سؤالات سخت ریاضی به مقوله‌های «آزاردهنده» و «دشوار» اشاره کردند و دربارۀ آن‌ها باورهایی منفی داشتند. برخی از دانش‌آموزان باور داشتند امتحان ریاضی برای آن‌ها اضطراب ایجاد می‌کند و عده‌ای نیز حل سؤالات سخت ریاضی را غیرممکن می‌دانستند. برخی باور داشتند که هرچند امتحان ریاضی و حل سؤالات سخت ریاضی چالش‌برانگیز است، اگر نتیجۀ مطلوبی به دست آید لذت‌بخش خواهد بود. برخی دیگر موفقیت در امتحان ریاضی و حل سؤالات سخت ریاضی را نیازمند استعداد ذاتی و تلاش زیاد توصیف کردند. همچنین، دانش‌آموزان پایۀ چهارم، دربارۀ امتحان ریاضی و حل سؤالات سخت ریاضی، باورهای منفی‌تری از دانش‌آموزان پایۀ هشتم داشتند. دانش‌آموزان پایۀ هشتم هوش فراوان و تلاش زیاد را برای موفقیت در امتحان ریاضی و حل سؤالات سخت ریاضی ضروری‌تر می‌دانستند و آن‌ها را لذت‌بخش‌تر توصیف کردند. نتایج آزمون مجذور خی نشان می‌دهد که تفاوت بین استعاره‌های دختران و پسران هر دو پایه معنادار نیست.
کلیدواژه‌ها

عنوان مقاله English

Using Metaphors to Analyze Fourth- and Eighth-Grade Students’ Beliefs about Mathematics Exams and Solving Difficult Mathematics Problems

نویسندگان English

Asmā Nekuei Ghahfarokhi 1
Narges Yāftiān 2
1 PhD Student in Mathematics Education, Department of Mathematics, Faculty of Science, Shahid Rajāee Teacher Training University, Tehran, Iran
2 (PhD), Associate Professor, Department of Mathematics, Faculty of Science, Shahid Rajāee Teacher Training University, Tehran, Iran
چکیده English

The present study employed a descriptive survey method to analyze the beliefs of fourth- and eighth-grade students about mathematics exams and solving difficult mathematics problems through the use of metaphors. The statistical population consisted of fourth- and eighth-grade students in Shahrekord (Chāhārmahāl and Bakhtiyāri Province). Using random cluster sampling, 361 fourth-grade students and 360 eighth-grade students were selected. To examine students’ beliefs, participants were asked to generate metaphors related to mathematics exams and solving difficult mathematics problems and to explain the reasons for their metaphors. Analysis of the metaphors and their accompanying explanations resulted in the emergence of several categories, including enjoyable, requiring effort and high intelligence, and annoying. A more in-depth analysis revealed underlying beliefs embedded within the metaphors. The results indicated that most students associated mathematics exams and solving difficult mathematics problems with the categories of annoying and difficult, reflecting generally negative beliefs. Some students reported that mathematics exams cause anxiety, while others perceived solving difficult mathematics problems as impossible. In contrast, some students believed that although mathematics exams and difficult problems are challenging, they can be enjoyable when success is achieved. Others described success in mathematics exams and solving difficult mathematics problems as dependent on innate talent and sustained effort. Furthermore, fourth-grade students exhibited more negative beliefs about mathematics exams and solving difficult mathematics problems than eighth-grade students. Eighth-grade students more frequently emphasized the roles of high intelligence and hard work in achieving success and described these experiences as more enjoyable. The results of the chi-square test indicated that the differences between girls’ and boys’ metaphors at both grade levels were not statistically significant.

کلیدواژه‌ها English

Metaphors
Beliefs about Mathematics Exam
Beliefs about Solving Difficult Mathematics Problems
Fourth- and Eighth-Grade Students
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  • تاریخ دریافت 21 خرداد 1403
  • تاریخ بازنگری 06 مهر 1403
  • تاریخ پذیرش 23 فروردین 1404