نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه ریاضیات، دانشکدۀ علوم پایه، دانشگاه آزاد اسلامی، واحد تهران مرکزی، تهران، ایران
2 استادیار گروه ریاضی، دانشکدۀ علوم پایه، دانشگاه آزاد اسلامی، واحد تهران مرکزی، تهران، ایران
3 استاد، گروه ریاضی، دانشکدۀ علوم پایه، دانشگاه آزاد اسلامی، واحد علوم تحقیقات تهران،ایران
4 استادیار سازمان پژوهش و برنامه‌ریزی آموزشی، مدیریت اطلاعات تیمز و پرلز ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Ability to relate all the essential and basic features of a situation in the form of magnification or foreshortening represents thought in a relative form. The emergence of relative thinking, is the prognosis for the beginning of building a bridge to fill the gap between collective and multiplicative structures. Relative thinking is a cognitive function that describes the ability to analyze change in relative terms. The ability to lead and work with qualitative aspects leads to the strengthening of quantitative proportional thinking. Studying the quality of teachers’ perception is a perspective of how learners create and develop conceptual structures. In order to determine the qualitative features of content knowledge and pedagogical content knowledge regarding qualitative proportional reasoning, this research has studied the knowledge of representations among participants.
This study was conducted by descriptive survey method. The sample consisted of 180 prospective teachers and elementary and middle school teachers. The research tool was a researcher-made test and the evaluation process was done by quantitative-qualitative analysis.
From the results, was the closeness the performance of prospective teachers and the elementary teachers. Almost half of each of them had a successful performance. The most correct interpretations were observed by middle school teachers, prospective and elementary teachers, respectively.
Paying attention to the prefaces and necessities of developing proportional reasoning in children by teachers and deepening its study by researchers is confirmed. Regarding the education of prospective teachers, creating sensitivity to the consequences of delaying the emergence of students’ proportional thinking is necessary
کلیدواژه‌ها [English]
)