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مفهوم احتمال در کتاب‌های درسی ریاضی دوره ابتدایی: نگاهی تحلیلی به مفاهیم و سطوح استلزام شناختی تکالیف

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری رشته آموزش ریاضی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران
2 عضو هیات علمی دانشگاه تربیت دبیر شهید رجایی
3 سازمان پژوهش و برنامه‌ریزی آموزشی، تهران، ایران
چکیده
پژوهش حاضر با هدف تحلیل تکالیف بخش احتمالِ کتاب‌های درسی ریاضی دوره ابتدایی و با روش تحلیل محتوای کمّی انجام شده است. جامعه آماری، بخش احتمال کتاب‌های درسی ریاضی پایه‌های دوم تا ششم ابتدایی است و حجم نمونه برابر حجم جامعه، انتخاب شده است. در این مطالعه، نمونه آماری از دو منظر شامل تعیین مفاهیم احتمالاتیِ مورد آموزش و تعیین سطوح استلزام شناختی تکالیف، مورد تحلیل قرار گرفته است. نتایج تحلیل محتوا با هدف تعیین مفاهیم احتمالاتی مورد آموزش در کتب درسی ریاضی دوره ابتدایی نشان داد که این مفاهیم شامل آزمایش تصادفی، فضای نمونه، احتمال وقوع پیشامد، مقایسه احتمال و عادلانه بودن، است. نتایج تحلیل داده‌ها همچنین مشخص کرد که نزدیک به دو سوم تکالیف احتمالاتی در کتاب‌های ریاضی دوره ابتدایی در سطوح پایین نیازهای شناختی، یعنی یادآوری و رویه‌ای بدون اتصالات، قرار دارند و یک سوم باقی مانده نیز در سطح رویه‌ای با اتصالات هستند و هیچ تکلیفی در بالاترین سطح از استلزام شناختی، یعنی سطح ریاضی‌ورزی، قرار ندارد. انجام مطالعات بیشتر در خصوص مفاهیم احتمال و تکالیف احتمالاتی و به تبع آن، افزایش کیفیت و سطح استلزام شناختی تکالیف ارائه شده در کتاب درسی، پیشنهاد می‌گردد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

The probability concept in elementary mathematics textbooks: An analytical look at the concepts and tasks' cognitive demand levels

نویسندگان English

Mojtaba Eskandari 1
Ebrahim Reyhani 2
Mehdi Izadi 3
1 PhD Student in Mathematics Education, Shahid Rajaee Teacher Training University, Tehran, Iran
2 Faculty member of Shahid Rajaee Teacher Training University, Mathematics Department
3 The Organization of Educational Research and Planning
چکیده English

The present study was conducted with the aim of analyzing the tasks of the probability section of elementary mathematics textbooks. In terms of purpose, this study is among applied studies, and in terms of data collection method, it is considered to be descriptive, which was done with quantitative content analysis method. The statistical population is the probability section of mathematics textbooks of the second to sixth grades, published in 2023, and the sample size is equal to the size of the population. In this study, the probability section in elementary mathematics textbooks has been analyzed from two perspectives, including the determination of the taught probability concepts and the cognitive demand levels of tasks. The results of content analysis with the aim of determining the probability concepts taught showed that these concepts included the random experiment, sample space, probability of an event, probability comparison, and fairness. Stein & Smith (1998) framework was used for content analysis from the perspective of determining the levels of cognitive demand. The results of the analysis determined that nearly two-thirds of the probability tasks in the elementary mathematics textbooks are at the low levels of cognitive demands, including, memorization and procedures without connections, and the remaining one-third are at the procedures level with connections, and no task is at the highest level including the doing mathematics level.

کلیدواژه‌ها English

cognitive demand levels
concepts of probability
elementary mathematics textbooks
mathematics task
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  • تاریخ دریافت 14 خرداد 1403
  • تاریخ بازنگری 23 تیر 1403
  • تاریخ پذیرش 24 تیر 1403
  • تاریخ اولین انتشار 24 تیر 1403
  • تاریخ انتشار 01 آذر 1403