مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

تأثیر تدریس مبتنی بر رویکرد واقعیت‌مدار بر حل مسائل ریاضی پایه ششم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری، گروه مطالعات برنامه‌درسی و آموزش، دانشکده علوم تربیتی و روان‌شناسی دانشگاه فردوسی، مشهد، ایران.
2 گروه مطالعات برنامه درسی و آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران
3 گروه مطالعات برنامه‌درسی و آموزش، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران
4 دکتری برنامه‌ریزی درسی، گروه مطالعات برنامه‌درسی و آموزش، دانشکده علوم تربیتی و روان‌شناسی دانشگاه فردوسی، مشهد، ایران.
چکیده
پژوهش حاضر با هدف بررسی تأثیر آموزش مبتنی بر رویکرد واقعیت‌مدار بر حل مسائل ریاضی دانش‌آموزان پایۀ ششم ابتدایی انجام شد. این پژوهش با رویکرد کمی و به روش شبه‌آزمایشی از نوع پیش‌آزمونپس‌آزمون با گروه کنترل اجرا گردید. جامعۀ آماری شامل تمامی دانش‌آموزان پایۀ ششم ابتدایی شهرستان طرقبه شاندیز در سال تحصیلی ۱۴۰۳۱۴۰۲ بود. نمونه پژوهش با استفاده از روش نمونه‌گیری خوشه‌ای تصادفی انتخاب شد و ۵۲ دانش‌آموز در دو گروه آزمایش و کنترل قرار گرفتند. در گروه آزمایش، آموزش ریاضی بر اساس رویکرد واقعیت‌مدار و در گروه کنترل، با روش متداول تدریس شد. داده‌ها با استفاده از تحلیل کوواریانس و نرم‌افزار SPSS نسخه 26 تحلیل شدند. یافته‌ها نشان دادند که به‌کارگیری رویکرد واقعیت‌مدار در آموزش ریاضی می‌تواند به بهبود توانایی حل مسئله دانش‌آموزان کمک کند. بر این اساس، آموزش ریاضی در شرایط کنونی نیازمند بهره‌گیری از رویکردهای نوین و یادگیرنده‌محور است. تداوم استفاده از روش‌های سنتی نه‌تنها پاسخگوی نیازهای آموزشی امروز نیست، بلکه می‌تواند شکاف یادگیری در درس ریاضی را نیز افزایش دهد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Impact of Realistic Mathematics Education (RME)-Based Instruction on Mathematical Problem Solving Abilities of Sixth-Grade Female Students

نویسندگان English

Maryam Mousavi Pakdel Torghabeh 1
Hossein Jafari Sani 2
morteza karami 3
MohamadHossien Bahrami 4
1 Ph.D. Student, Department of Curriculum Studies and Instruction, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2 , .*Department of Curriculum Studies and Instruction, Faculty of Education and Phycology, Ferdowsi University of Mashhad, Mashhad, Iran
3 Professor, Department of Curriculum and Education Studies, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
4 Ph.D. in Curriculum Planning, Department of Curriculum Studies and Instruction, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
چکیده English

The present study aimed to examine the effect of Realistic Mathematics Education (RME)-based instruction on the mathematical problem-solving abilities of sixth-grade elementary school students. A quantitative approach was adopted using a quasi-experimental pretest–posttest control group design. The target population comprised all sixth-grade students in Torghabeh-Shandiz County during the 2023–2024 academic year. The sample was selected through cluster random sampling, and 52 students were assigned to the experimental and control groups. The experimental group received mathematics instruction based on the Realistic Mathematics Education approach, whereas the control group was taught using conventional instructional methods. The data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26. The findings indicated that the implementation of the Realistic Mathematics Education approach significantly improved students' mathematical problem-solving abilities. These findings suggest that contemporary mathematics education requires the adoption of innovative, learner-centered instructional approaches. Continued reliance on traditional teaching methods is insufficient to address current educational needs and may also contribute to widening learning gaps in mathematics.

کلیدواژه‌ها English

Realistic mathematics education (RME)
mathematical problems
elementary school
sixth grade
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