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از تجربه تا فهم: مطالعه پدیدارشناختی چالشهای آموزش و یادگیری ریاضی از دیدگاه معلمان و دانش آموزان | ||
| مطالعات برنامه ریزی آموزشی | ||
| دوره 14، شماره 28، اسفند 1404، صفحه 278-300 اصل مقاله (904.42 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22080/eps.2025.29865.2365 | ||
| نویسندگان | ||
| حجت دهقان زاده* 1؛ بیانه حسینی2 | ||
| 1گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ایران | ||
| 2. دانشجوی کارشناسی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران | ||
| تاریخ دریافت: 28 مرداد 1404، تاریخ بازنگری: 17 شهریور 1404، تاریخ پذیرش: 22 مهر 1404 | ||
| چکیده | ||
| هدف: آموزش ریاضی چالشهای قابل توجهی را به همراه دارد که تحت تأثیر عوامل شناختی، روانشناختی، اجتماعی و فرهنگی قرار دارد. با وجود تلاشها برای بهبود تدریس، موانع باقی مانده و نیاز به درک تجربیات افراد درگیر وجود دارد. این تحقیق به شناسایی و تحلیل موانع یادگیری ریاضی از طریق روایتهای معلمان و دانشآموزان میپردازد. با بررسی نقل قولهای شخصی، این مطالعه به دنبال افشای عواملی است مانند مسائل تربیتی، چالشهای شناختی و تأثیرات اجتماعی-فرهنگی که فهم مؤثر ریاضی را مختل میکنند. روششناسی: این مطالعه کیفی از رویکرد پدیدارشناختی استفاده میکند که بر روی معلمان و دانشآموزان با تجربه ریاضی از نقیاده و نوشنافیه تمرکز دارد. با استفاده از نمونهگیری هدفمند، ۲۰ دانشآموز و ۱۹ معلم انتخاب شدند و مصاحبههای نیمهساختارمند انجام شد. اعتبار مصاحبهها توسط کارشناسان تأیید شد که منجر به اشباع دادهها گردید. نتایج: یافتهها نشان میدهد که موانع یادگیری ریاضی شامل ابعاد مختلفی است که بر کیفیت آموزش تأثیر میگذارد. دانشآموزان مقاطع ابتدایی و متوسطه اول محتوای کتابهای درسی و جنبههای عاطفی را ذکر میکنند، در حالی که دانشآموزان مقاطع متوسطه دوم ویژگیهای برنامه درسی و ارتباط معلم را به عنوان چالشهای اصلیhighlight میکنند. معلمان متوسطه اول بر روی ساختار مفاهیم ریاضی تمرکز دارند، در حالی که معلمان متوسطه دوم بر عوامل عاطفی تأکید میکنند. نتیجهگیریها و پیشنهادات: تحلیل دادههای جمعآوری شده از معلمان و دانشآموزان موانع کلیدی یادگیری را شناسایی کرد که بر کیفیت آموزش ریاضی تأثیر میگذارد. پرداختن به این موانع برای بهبود نتایج یادگیری، موفقیت در آزمونهای ورودی و چشماندازهای شغلی آینده ضروری است و نیاز به تلاشهای هماهنگ از جانب سیستم آموزشی، معلمان و دانشآموزان دارد. نوآوری و اصالت: رویکرد کیفی و انسانمحور این مطالعه جنبههای کمتر کاوش شده چالشهای یادگیری ریاضی را نمایان کرد و پیشنهاد میکند که درک موانع آموزشی به طور زمینهای میتواند به راهحلهای مؤثرتری منجر شود که با نیازهای دانشآموزان همراستا باشد. | ||
| کلیدواژهها | ||
| چالش ها و موانع؛ یادگیری ریاضی؛ پدیدارشناسی؛ معلمان و دانشآموزان؛ برنامه ریزی آموزشی | ||
| عنوان مقاله [English] | ||
| From experience to understanding: a phenomenological study of the challenges in teaching and learning mathematics from the perspectives of teachers and students | ||
| نویسندگان [English] | ||
| Hojjat Dehganzadeh1؛ Bayaneh Hosseini2 | ||
| 1Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran | ||
| 2Undergraduate Student, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. | ||
| چکیده [English] | ||
| Aim: Mathematics education poses significant challenges, influenced by cognitive, psychological, social, and cultural factors. Despite efforts to enhance teaching, barriers remain, necessitating an understanding of the experiences of those involved. This research aims to identify and analyze the obstacles in learning mathematics through the narratives of teachers and students. By exploring personal accounts, it seeks to reveal factors—such as pedagogical issues, cognitive challenges, and socio-cultural influences—that impede effective math understanding. and Oshnavieh. Using purposive sampling, 20 students and 19 teachers were selected, and semi-structured interviews were conducted. Interview validity was confirmed by experts, leading to data saturation Methodology: This qualitative study employs a phenomenological approach, focusing on experienced mathematics teachers and students from Naqadeh. Results: Findings indicate that barriers to learning mathematics include diverse dimensions impacting instructional quality. Primary and lower secondary students cite textbook content and emotional aspects, while upper secondary students highlight curriculum features and teacher communication as major challenges. Lower secondary teachers focus on the structure of mathematical concepts, while upper secondary teachers emphasize emotional factors. Conclusions and suggestions: An analysis of data from teachers and students identified key learning barriers that affect mathematics education quality. Addressing these is crucial for enhancing learning outcomes, success in entrance exams, and future career prospects, requiring coordinated efforts from the educational system, teachers, and students. Innovation and originality: This study’s qualitative, human-centered approach revealed underexplored aspects of mathematics learning challenges, suggesting that understanding educational barriers contextually can lead to more effective solutions aligned with students’ needs. | ||
| کلیدواژهها [English] | ||
| Challenges and barriers, mathematics learning, phenomenology, teachers and students, educational planning | ||
| مراجع | ||
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