تأثیر آموزش فهم عدد بر کاهش مشکلات یادگیری ریاضی دانش‌آموزان پایۀ اول ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد گروه روان شناسی و آموزش کودکان استثنایی، دانشگاه تهران

2 استادیار گروه روان‌شناسی و آموزش کودکان استثنایی، دانشگاه تهران

3 کارشناس ارشد روان شناسی و آموزش کودکان استثنایی، دانشگاه تهران

4 استاد گروه روان شناسی، دانشگاه شهید بهشتی

10.22098/jld.2019.761

چکیده

هدف پژوهش حاضر بررسی تأثیر آموزش فهم عدد بر کاهش مشکلات ریاضی دانش‌آموزان پایۀ اول ابتدایی شهر تهران بود. جامعه­ی این پژوهش شامل تمام دانش‌آموزان با و بدون مشکلات ریاضی در پایۀ اول دبستان مستقر در مراکز نگه­داری کودکان بدسرپرست استان تهران در سال تحصیلی 92-93 بود. نمونۀ این پژوهش شامل 16 دانش‌آموز پسر با مشکل ریاضی بود که به‌صورت روش گزینشی هدفمند از مراکز نگه­داری کودکان بدسرپرست انتخاب شدند و به‌صورت تصادفی در دو گروه آزمایشی و کنترل گمارده شدند. برنامۀ آموزشی گروه آزمایشی طی 26 جلسه تدوین شد و این گروه در جلسات دو الی سه نفره به مدت 45 الی 60 دقیقه در طول 8 هفته مورد آموزش قرار گرفتند. برای گروه کنترل نیز جلساتی مطابق با مؤلفه‌های مورد آموزش در برنامه آموزشی گروه آزمایشی و مطابق با روش تدریس معلم برگزار شد. برای جمع‌آوری داده‌ها از آزمون ایران کی‌مت، آزمون خلاصه فهم عدد جردن و همکاران و آزمون ریون  استفاده شد. برای تحلیل یافته‌ها از روش تحلیل کواریانس چندمتغیره استفاده شد. نتایج نشان داد که آموزش فهم عدد، مشکلات ریاضی مربوط به فهم عدد دانش‌آموزان را کاهش می‌دهد. همچنین نمرات گروه آزمایشی در مؤلفه‌های فهم و عملیات از گروه کنترل به‌طور معناداری بالاتر بود. در نتیجه آموزش فهم عدد موجب بالار فتن نمرات ریاضی دانش‌آموزان در فهم و عملیات شده است. از جمله کاربردهای عملی این پژوهش استفاده از یافته‌ها در آموزش معلمان ریاضی در دوره‌های پیش از خدمت و ضمن خدمت است.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Teaching Number Sense on Decreasing Mathematics Difficulties of First Grade Students

نویسندگان [English]

  • B Ghobari bonab 1
  • F Nosrati 2
  • M Molla Hoseini 3
  • M.A Mazaheri 4
1 Professor of Psychology and Exceptional Children Education, University of Tehran
2 Assistant Professor of Psychology and Exceptional Children Education, University of Tehran)
3 Master of Psychology and Exceptional Children Education, University of Tehran
4 Professor of Psychology, Shahid Beheshti University
چکیده [English]

The purpose of the present study was investigating the effect of teaching number sense on decreasing mathematics difficulties of first grade students in Tehran. The population of this study included all students with and without math problems in the first grade of primary school located in the children's care centers of Tehran province in the academic year of 2008-2009. The sample consisted of 16 male students with mathematics difficulties who were selected from child care centers through targeted selection and randomly assigned to two groups, experimental and control. The experimental group was thought in 2 or 3 groups for 26 sessions for 45 minutes to 1 hour during 8 weeks and for control group, some sessions were conducted in accordance with components thought for experimental group but through traditional methods. Data was gathered using Key Math Test, The Number Sense Brief Test and Ravin Test and the data were analyzed using covariance analysis (ANOVA) and multivariate covariance analysis (MANCOVA). The results showed that teaching number sense decreases mathematics difficulties. Furthermore, the experimental group's grades in the understanding and operation components were significantly higher than the control group. As a result, understanding the number has increased the student's mathematical scores in understanding and operation. Fostering math teachers at pre-service and in-service courses is one of the examples for functional application of this study. 

کلیدواژه‌ها [English]

  • Number sense
  • Teaching mathematics
  • Mathematics difficulties
  • first grade students
  • Intervention
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