بازتابی از ساختار درک معلم و دانشجومعلمان دربارۀ استدلال تناسبی کیفی

پورنگ, افسانه; اصغری, نسیم; شاهورانی, احمد; کبیری, مسعود

doi:10.22034/jei.2023.329057.2260

بازتابی از ساختار درک معلم و دانشجومعلمان دربارۀ استدلال تناسبی کیفی

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

10.22034/jei.2023.329057.2260

چکیده

توانایی مرتبط‌ کردن تمام ویژگی‌های ضروری یک موقعیت، در قالب بزرگ‌نمایی یا کوچک‌نمایی، معرف یک تفکر به شکل نسبی است. ظهور تفکر نسبی پیش‌آگهی آغاز ساخت پلی برای پر‌کردن شکاف میان ساختارهای جمعی و ضربی است. تفکر نسبی عملکردی شناختی است که توانایی تحلیل تغییر در شرایط نسبی را توصیف می‌کند. قابلیت هدایت و کار با جنبه‌های کیفی به تقویت تفکر تناسبی کمّی منجر می‌شود. مطالعۀ کیفیت ادراک معلمان دورنمای شیوۀ ایجاد و توسعۀ ساختارهای مفهومی نزد فراگیران است. این مطالعه با هدف تعیین ویژگی‌های کیفی دانش محتوا و پداگوژیکی محتوای استدلال تناسبیِ کیفی به بررسی دانش بازنمایی‌های مرتبط میان مشارکت‌کنندگان در پژوهش پرداخته است.
پژوهش حاضر توصیفی و از نوع زمینه‌یابی است. نمونه آماری این پژوهش شامل 180 نفر از معلمان مقاطع ابتدایی، متوسطۀ اول (ریاضی) و دانشجو‌معلمان است. ابزار پژوهش آزمون محقق‌ساخته و ارزیابی در چارچوب‌ نظریه‌های این حوزه به ‌واسطۀ تحلیل‌ کمّی ـ کیفی صورت گرفته است.
از نتایج ارزیابی می‌توان به نزدیکی شیوۀ عملکرد دانشجومعلمان و معلمان دورۀ ابتدایی اشاره کرد که تقریباً نیمی از هر‌‌یک از این دو گروه عملکرد موفقی داشتند. بیشترین تعابیر صحیح به‌ ‌ترتیب از سوی معلمان متوسطه، دانشجومعلمان و معلمان ابتدایی مشاهده شد. توجه به پیش‌درآمدها و ضرورت‌های روند توسعۀ استدلال تناسبی از سوی معلمان، تعمیق بررسی آن توسط پژوهشگران و مطالبه آن در طراحی‌های تعلیمی مراکز تربیت ‌معلم مورد ‌تأکید محققان این مطالعه است. در خصوص آموزش معلمانِ آینده ایجاد حساسیت به پیامد تأخیر ظهور تفکر تناسبی دانش‌آموزان ضروری است.

کلیدواژه‌ها

عنوان مقاله [English]

A reflection of the structure of teachers' and student-teachers' perception of qualitative proportional reasoning

نویسندگان [English]

Afsāne Poorang ¹
Nasim Asghari ²
Ahmad Shāhvarāni ³
Masoud Kabiri ⁴

¹ PhD student in Math Education at Islamic Āzād University (Central Tehran Branch), Tehran, Iran

² (PhD), Islamic Āzād University (Central Tehran Branch), Tehran, Iran

³ (PhD), Islamic Āzād University (Science and Research Branch), Tehran. Iran

⁴ (PhD), Organization for Educational Research and Planning (Research Institute for Education), Data Manager of TIMSS and PIRLS of Iran, Tehran, Iran

چکیده [English]

Ability to relate all the essential features of a situation in the form of zooming in or out 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 the change in relative conditions. 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. With the aim of determinning the qualitative characteristics of knowledge of content pedagogy of qualitative proportional reasoning, this study examined the knowledge of related representations among the research participants. It was a descriptive study with survey design. The research sample consisted of 180 primary school teachers, first cycle high school math teachers and student-teachers. The research tool was the researcher-made test and the evaluation was done under the framework of the theories of this field through a mixed-methods analysis. Based on the results, the closeness of the performance of student-teachers and the primary school teachers could be pointed out, i.e., almost half of each of these two groups had a successful performance. The most correct interpretations were presented by high school teachers, student-teachers and primary school teachers, respectively.Paying attention to the preliminaries and necessities of the process of developing proportional reasoning by teachers, deepening its investigation by researchers and demanding it in the educational designs of teacher training centers were emphasized by the researchers of this study.Regarding the training of future teachers, developing sensitivity to the consequences of the delay in the emergence of students' proportional thinking is necessary.

کلیدواژه‌ها [English]

Qualitative Proportional Reasoning
Relative Thinking
Knowledge of Content Pedagogy

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