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تأثیرآموزش ریاضی به روش جورج پولیا بر مهارت حل مسأله و پیشرفت تحصیلی ریاضی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد تحقیقات آموزشی دانشگاه شهید چمران اهواز، اهواز، ایران

2 استادیار، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

ریاضیات و آموزش آن نقش مهمی در توسعه عملکرد ذهنی و اجتماعی افراد دارد و در دنیای دیجیتالی کنونی، توجه ویژه به آموزش ریاضی بیش از پیش ضرورت پیدا می‌کند. در عین حال، مشکلات زیادی در عملکرد دانش‌آموزان در این درس مشاهده می‌شود. تحقیق حاضر با هدف بررسی تأثیر آموزش مهارت حل مسأله به روش جورج پولیا بر مهارت حل مسأله و پیشرفت تحصیلی ریاضی دانش آموزان دختر پایه پنجم دبستان انجام گرفت. روش پژوهش مورد استفاده در این پژوهش، روش نیمه آزمایشی با طرح گروه نامعادل بود. سه دبستان دخترانه از سه منطقه متفاوت شهردزفول از نظر اقتصادی-اجتماعی «بالا شهر، مرکز شهر و پایین شهر» به روش خوشه‌ای تصادفی انتخاب گردید. از هر مدرسه، دو کلاس پایه پنجم انتخاب شد. از طریق انتخاب تصادفی، یک کلاس به عنوان گروه آزمایشی و دیگری به عنوان گروه گواه در نظر گرفته شد. تعداد دانش‌آموزان گروه آزمایشی و گروه گواه هرکدام 65 نفر بود. ابزار اندازه گیری، آزمون محقق ساخته تشریحی در دو مرحله‌ی پیش آزمون و پس آزمون بود. سؤالات آزمون، مولفه‌های درک و فهم، انتخاب راهبرد، محاسبه کردن و ارزیابی به روش حل مسأله‌ی جورج پولیا را می‌سنجید. روایی و پایایی آزمون مورد بررسی و تأیید قرار گرفت. به منظور تحلیل داده‌های پژوهش، از روش تحلیل واریانس چند متغیری و تک متغیری و آزمون t مستقل استفاده گردید. یافته‌های پژوهش نشان داد که آموزش مهارت حل مسأله به دانش‌آموزان بر پیشرفت تحصیلی ریاضی آنان تأثیر مثبت دارد. همچنین، نتایج حاکی از تأثیر آموزش بر درک وفهم، بازنگری و انتخاب راهبرد بود. بر پایه این نتایج، می‌توان گفت مهارت در حل مسأله، امری آموختنی است و باید این مهارت آموزش داده شود تا پیشرفت تحصیلی به ویژه در درس ریاضی حاصل گردد. آموزش این مهارت می‌تواند بخش مهمی از ناکامی دانش‌آموزان در پیشرفت تحصیلی در درس ریاضی را جبران نماید.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of George Play’s Mathematics Teaching Method on Problem Solving Skill and Mathematics Achievement of 5th Grade Girls Students

نویسندگان [English]

  • nasrin darash 1
  • sakineh shahi 2
  • seyed abbas razavi 2

1 Master of Educational Research, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Assistant Professor, Shahid Chamran University of Ahvaz, Ahvaz, Iran

چکیده [English]

Introduction
Mathematics teaching has important role in people mental and social improvement. In current digital world, teaching math is increasingly necessary, but many problems may occur in students’ functioning in math. The present study aimed to investigate the effects of George Polya’s mathematics method on problem solving skill and math achievements of fifth grade female students in Dezful.
 
Method
This research was a quasi-experimental research with the design of non-equivalent groups. Three female primary schools from three different social-economical regions of Dezful, "uptown, city center, downtown", were selected by cluster random sampling method. In each school, two 5th grade classes were selected. Then, one class was assigned randomly to experimental group and the other one as the control group. The number of the students in each group was 65 persons. Research instrument was a descriptive researcher-made test that implemented in two steps (pre-test and post-test). This descriptive 20 items test included 5 main questions. Each question included 4 minor questions that assessed components such as comprehension, strategy selection, calculation and assessment, in the way of George Poliya`s problem solving. The validity of the test was confirmed by some experts in education. For investigating the reliability, Pearson correlation coefficient was 0.81. Univariate and multivariate analysis of variance was used to analysis data.
 
Findings
The findings showed that the mean scores of experimental group had a significant increase in post-test, in comparison to pre-test; that means teaching problem solving skills has a significant positive impact on the students’ achievement. The highest effect was on comprehension (ŋ2 = 0.57), strategy selection (ŋ2 = 0.56) and review (ŋ2 = 0.57), and the lowest effect was on calculation (ŋ2 = 0.42).
 
Conclusion
Based on these finding, we can say that problem solving is a learnable skill, and must be taught to reach academic progress, especially in mathematics. By teaching this skill, the important part of academic disappointment of students in math can be diminished.
 
 

کلیدواژه‌ها [English]

  • Problem Solving Skill
  • Mathematical Achievement
  • Understanding
  • Strategy Selection
  • Review
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دست‌آوردهای روان‌شناختی
دوره 25، شماره 2 - شماره پیاپی 20
دی 1397
صفحه 181-200
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سابقه مقاله
  • تاریخ دریافت: 23 آذر 1395
  • تاریخ بازنگری: 26 دی 1397
  • تاریخ پذیرش: 20 تیر 1396
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