تحلیل مقایسه‌ای مفاهیم ارائه شده در کتاب‌های درسی ریاضی مقطع ابتدایی ایران و ژاپن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه ریاضی، دانشگاه تربیت دبیر شهید رجایی، دانشکده علوم پایه، تهران، ایران

2 دانش‌آموخته کارشناسی ارشد آموزش ریاضی، دانشگاه تربیت دبیر شهید رجایی، دانشکده علوم پایه، تهران، ایران

چکیده

هدف از پژوهش حاضر، بررسی و مقایسه مفاهیم ارائه شده در کتاب‌های ریاضی مقطع ابتدایی دو کشور ایران و ژاپن است که از روش تطبیقی بنابر الگوی چهار مرحله‌ای جورج بردی استفاده شده و جامعه آماری و نمونه، محتوای کتاب‌های درسی ریاضی مقطع ابتدایی دو کشور است. ابزار گردآوری داده‌ها، فرم‌های تحلیل محتوایی است که روایی صوری و محتوایی آن را اساتید آموزش ریاضی و معلمان باسابقه تایید نمودند. نتایج نشان داد که برخی مفاهیم به صورت مشترک در کتاب‌های درسی ریاضی دو کشور ارائه شده‌اند و بعضی دیگر از مباحث تنها در کتاب‌های درسی ریاضی یک کشور وجود دارند. از مفاهیم مشترک در کتاب‌های ریاضی مقطع ابتدایی دو کشور، پرداختن به مفاهیم اعداد و عملیات، الگویابی، کسرها و عملیات روی آن‌ها، اعداد اعشاری و عملیات روی آن‌‌ها، تقارن، اندازه‌گیری، هندسه، نسبت و تناسب، آمار و تقریب و تخمین زدن است. از مباحث غیرمشترک در کتاب‌های ریاضی مورد بررسی دو کشور می‌توان به ارائه مفاهیم شمارش، سرعت، سیستم متریک، شمارش و انجام عملیات با چرتکه در کتاب‌های ژاپن اشاره داشت. هم‌چنین مباحثی مانند احتمال، ارائه قواعد بخش‌پذیری، آشنایی با اعداد صحیح منفی تنها در کتاب‌های درسی ریاضی مقطع ابتدایی ایران مطرح گشته‌اند. با توجه به عملکرد متفاوت دانش‌آموزان ایرانی و ژاپنی در مطالعه بین‌المللی تیمز، نتایج این پژوهش می‌‌تواند برنامه‌ریزان درسی و مولفان را نسبت به تفاوت‌ها و اشتراکات مفاهیم مطرح شده در کتاب‌های درسی ریاضی مقطع ابتدایی این دو کشور آگاه سازد و به آن‌ها برای بهبود کتاب‌های درسی کمک رساند.

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