تأثیر آموزش مسائل مدل‌سازی ریاضی بر تجربه‌های شوقِ دانش‌آموزان

پرهیزگار, زکیه; جباری نوقابی, مهدی; علم‌الهدایی, حسن

doi:10.22034/jei.2020.107718

تأثیر آموزش مسائل مدل‌سازی ریاضی بر تجربه‌های شوقِ دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ دانش آموخته دکتری آموزش ریاضی دانشکده علوم ریاضی دانشگاه فردوسی مشهد

² استادیار گروه آمار، دانشکده علوم ریاضی، دانشگاه فردوسی مشهد، ایران

³ استاد گروه ریاضی کاربردی، دانشکدة علوم ریاضی، دانشگاه فردوسی مشهد

10.22034/jei.2020.107718

چکیده

با توجه به این‌که «مدل‌سازی و کاربردها» و یادگیری آن در مدرسه و دانشگاه می‌تواند کاربرد ریاضیات را در علوم، فناوری و زندگی روزانه بهتر نمایان سازد، لذا ایجاد فرصت‌هایی که دانش‌آموزان را قادر کند مهارت‌های مدل‌سازی خود را ارتقا دهند، یکی از موضوعات برجسته در تحقیقات آموزش ریاضی است. از این رو، در این پژوهش به آموزش مسائل مدل‌سازی ریاضی به دو شیوة مستقیم (معلم محور) و استراتژی عملگر (دانش‌آموز محور) به 244 دانش‌آموز دختر پایة دهم پرداخته شده است. این مطالعه در نیم‌سال اول سال تحصیلی ۱۳۹۳- ۱۳۹۲ در سه دبیرستان غیردولتی شهر مشهد انجام شد. هدف از این تحقیق، بررسی تأثیر آموزش مسائل مدل‌سازی ریاضی به دو شیوة آموزشی متفاوت بر تجربه‌های شوق دانش‌آموزان در مسائل مختلف ریاضی (مدل‌سازی، کلامی و درون‌ـ‌ریاضی) است. روش پژوهش کمی و از نوع نیمه‌تجربی است. جمع‌آوری اطلاعات به‌وسیلة یک پرسش‌نامة درکِ شوق در مقیاس لیکرت انجام شد. تجزیه و تحلیل آماری داده‌ها با استفاده از آزمون آنالیز واریانس اندازه‌های مکرر نوع دوم نشان داد که آموزش مسائل مدل‌سازی ریاضی بر تجربه‌هایِ شوق دانش‌آموزان در مسائل دنیای واقعی تأثیر معناداری داشته است. علاوه بر این، محیط آموزشیِ دانش‌آموز محور بستر مناسبی برای بروز این تجربه‌های مثبت در دانش‌آموزان بود. بنابراین استفادة معلمان از فعالیت‌های مدل‌سازی برای علاقه‌مند‌کردن دانش‌آموزان به درس ریاضی ضرورت و اهمیت پیدا می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

The effect of teaching mathematical modeling problems on the students’ flow experiences

نویسندگان [English]

Zakie Parhizgār ¹
Mehdi Jabbāri Nooghābi ²
Hassan Alamolhodāyi ³

¹ Ph.D GRADUATED Faculty of Mathematical Sciences, Ferdowsi University of Mashhad

² Department of Statistics, Faculty of Math Sciences, Ferdowsi University of Mashhad, Iran

³ (PhD), Ferdowsi University of Mashhad

چکیده [English]

Abstract: Given the fact that “modeling and applications” and learning them at school and University can better illustrate the application of mathematics in science, technology, and daily life, creating opportunities for students in order to broaden their modeling skills is one of the prominent topics in the mathematics education studies. Hence, in this research, 244 grade 10 female students were taught mathematical modeling problems through two teaching methods: the direct teaching method which is teacher-centered, and the operative-strategic method which is student-centered. This study was conducted in 3 private high schools in Mashhad on the first semester of 2013-2014 academic year. The purpose of this study was to investigate the effect of teaching mathematicalmodeling problems through two different teaching methods on the students’ flow experiences in various mathematical problems (modeling problems,word problems andintra-mathematical problems).The research method was quantitative of quasi-experimental type. Data were gathered by a flow perception questionnaire in the Likert scale. The statistical analysis of the data using a repeated measures ANOVA Type II test indicated that teaching mathematical modeling problems had a beneficial effect on the students’ flow experiences in the real-world problems. In addition, the student-centered environments were good platforms for students to gain these positive experiences. Therefore, using modeling activities by teachers to make students interested in mathematics is important and necessary.

کلیدواژه‌ها [English]

Word Problems
Intra-mathematical Problems
Student-centered Teaching Method

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