ارزشیابی برنامه درسی ریاضی پایه دهم رشته انسانی (با تاکید بر رویکرد زمینه محور از دیدگاه دبیران این درس در شهر تهران)

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه شهید رجایی

2 برنامه ریزی درسی، علوم انسانی،شهید رجایی

3 دانشگاه شهید رجایی تهران

4 دانشگاه نربیت دبیر شهید رجایی

چکیده

ااین مقاله به ارزشیابی برنامه درسی ریاضی دهم انسانی از دیدگاه دبیران این درس در شهر تهران می‌پردازد. این پژوهش بر اساس عناصر ده‌گانه برنامه درسی اکر و با تاکید بر رویکرد زمینه‌محور انجام شده است. روش پژوهش توصیفی و از نوع پیمایش است. ابزار پژوهش، پرسشنامه محقق ساخته بوده و روایی آن با روش اعتبار محتوا مورد تایید قرار گرفته است. برای سنجش پایایی پرسشنامه از آلفای کرونباخ استفاده شد که در این پژوهش برابر 0/910 بوده است. جامعه آماری این پژوهش دبیران ریاضی دهم انسانی دبیرستان‌های شهر تهران که درسال تحصیلی 95 -96 مشغول به تدریس بوده‌اند، می‌باشد. برای تعیین نمونه از روش نمونه‌گیری خوشه‌ای چند مرحله‌ای استفاده شد. برای ‌پاسخگویی به سوالات پژوهش از آزمون t تک نمونه‌ای استفاده شد. تفسیر نتایج یافته‌های پژوهش نشان می‌دهد که پاسخ به شش پرسش‌ پژوهشی از دیدگاه دبیران منفی بوده است. یعنی در برنامه درسی ریاضیات دهم انسانی به عناصر برنامه درسی ریاضیات زمینه محور توجه نشده است.

چکیده تصویری

ارزشیابی برنامه درسی ریاضی پایه دهم رشته انسانی (با تاکید بر رویکرد زمینه محور از دیدگاه دبیران این درس در شهر تهران)

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

On the evaluation of the math curriculum of 10 grade of high school from the view point of the math teachers

نویسندگان [English]

  • Gholamali Ahmady 1
  • Haleh Sheikholeslami 2
  • Alireza Assareh 3
  • Ebrahim Reyhani 4
1 Shahid rajaee
2 Shahid rajaee
3 Shahid Rajaee
4 Department of Mathematics, Faculty of Basic Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran
چکیده [English]

This paper evaluates the curriculum of 10th grade mathematics from the perspective of the respective teachers working in Tehran, Iran. The research is based on Aker’s curriculum elements and it also has emphasis on the mathematics context-based approach. The method is descriptive background study. The tool for the research is a self-constructed questionnaire which has been validated with the content validation method. The Cornbach’s alpha test has been utilized to test the consistency of the questionnaire which resulted in value equal to 0.910. The statistics sample size is equal to people all of which has been working as teachers throughout the 2017 academic year. To attain samples, we utilized multistage cluster sampling that carried out on a sample of 111 respective teachers. One sample t-test was used to answer the research question. The results reveal that the answer to the 6 research question were negative. That is, in curriculum of 10th grade mathematics have not been noticed to the context-based mathematical curriculum elements.

کلیدواژه‌ها [English]

  • Evaluation
  • Curriculum
  • context base math approach
  • Mathematics
  • math curriculum for the 10 grade of high school

[1] Skolverket, A. (2012). The subject syllabus for mathematics. Retrieved from http://www.skolverket.se/polopoly_fs/1,174554!/Menu/article/attachment/Mathematics.pdf

[2] Lange, J. de (2003). Using and applying Mathematics in Education. In: A.J. Bishop, et al. (Eds). International handbook of mathematics education, part one. 49-97. Kluwer academic publisher.

[3] English, L. D. & Sriraman, B. (2011). Problem solving for the 21st century. In B. Sriraman & L. D. English (Eds.), Theories of mathematics education: Seeking new frontiers (pp. 263-285). Advances in Mathematics Education, Series: Springer.

[4] Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics, 79 (2), 215–237.

[5] Mosvold, R. (2003). Det genetiske prinsipp i matematikkdidaktikk, Kristiansand: Agder UniversityCollege.

[6] National Curriculum of the Islamic Republic of Iran (2012). Ministry of Education. [In Persian].

[7] Crawford, D. (2008). Evaluation exploration. Ohio:state edu

[8] Zulkardi, M. (2010). How to Design Mathematics Lessons based on the Realistic Approach? www.reocities.com/ratuilma/rme.html.

[9] Cockroft, W.H. (1982). Mathematics counts, London: Her Majesty’s Stationery Office.

[10] A guide to the curriculum of mathematics (first elementary to upper secondary) (2005). Math Planning Council. Office of Planning and Compilation of Textbooks. [In Persian].

[11] Ernest, P. (1998). Social Constructivism as a Philosophy of Mathematics, New York: State University of New York Press.

[12] Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves, New York: Penguin Books.

[13] Lave, J. & Wenger, E. (1991). Situated Learning - Legitimate peripheral participation, Cambridge, US: Cambridge University Press.

[14] Van Amerom, B. A. (2002). Reinvention of early algebra - Developmental research on the transition from arithmetic to algebra, Utrecht: CD-Press.

[15] Freudenthal, H. (1968). Why to teach mathematics so as to be useful, Educational Studies in Mathematics 1, (1, 2), 3-8.

[16] Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematicsinstruction – The Wiskobas Project, Dordrecht: Reidel.

[17] Gravemeijer, K. & Doorman, M. (1999). Context Problems in Realistic Mathematics Education: A calculus course as an example, Educational Studies in Mathematics 39, 111-129.

[18] Van Reeuwijk, M. (1995). Students’ knowledge of algebra, in L. Meira & D. Carraher (Eds.).

[19] Alsina, C. (2007). Teaching application and modeling in tertiary level. In W. Blum, P.

[20] Ahmed, A. (1991). Raising Achievement in Mathematics Project - A Curriculum Development Research Project, Chichester: The Mathematics Centre.

[21] Wittmann, E. Ch. (2001b). Developing mathematics education in a systemic process, Educational Studies in Mathematics 48, 1-20.

[22] Stevenson, H.W. & Stigler, J.W. (1992). The Learning Gap – Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Touchstone.

[23] Alseth, B. & Breiteig, T. & Brekke, G. (2003). Evaluering as Reform 97.

[24] Gorecek m., kocakulah m. s. (2009). Evaluation of grade, physics curriculum based on heachers views. Procedia social and behavioral sciences 1,1121-1126 www.sciences direct.com.

[25] Hardré, P. L. (2011). Motivation for math in rural schools:Student and teacher perspectives. Mathematics Education Research Journal, 23 (2), 213-233.

[26] Bracke, M. & Geiger, A. (2011). Real-world modelling in regular lessons: A long-term experiment. In Kaiser, G.; Blum, W.;Borromeo Ferri, R.; Stillman, G. (Eds.), Trends in teaching and learning of mathematical modelling (pp. 529-550). New York: Springer.

[27] Parhizkar, Z. The training capacity of modeling issues to change students' attitude towards math. Two sets of theory and practice in the curriculum, fifth year, number 9, spring and summer 2017: 192-167. [In Persian].

[28] Ghulam Azad, S. Practical Math Tutorial in Iranian School of Mathematics, Two Maths and Practice Plans in Curriculum, Q2, X3, Spring and Summer 2014: 47-70. [In Persian].

[29] Ahmadi, G. Evaluation of New Maths First-to-Fourth Primary Maths Books in Context with National Curriculum, Research Project. 2016. [In Persian].