تکوین تاریخی متغیرِ موثر ولی مغفولِ نگرش ریاضی

نوع مقاله : مقاله مروری

نویسندگان

1 دانشگاه پیام نور‏، تهران, ایران

2 بخش آموزش ریاضی‎‏‏، دانشکده ریاضی و کامپیوتر، دانشگاه شهید باهنر کرمان، کرمان

چکیده

بیش از نیم‌قرن است که اهمیت نقش حوزه عاطفی در آموزش ریاضی از سوی محققان به رسمیت شناخته شده ولی تحقیقات مربوط تأثیر چندانی در سیاست‌گذاری‌های آموزشی نداشته است. بیشتر این تحقیقات بر سازه نگرش ریاضی به‌منزله عاملی مؤثر در یادگیری، موفقیت تحصیلی، و سایر مؤلفه‌های مهم در آموزش ریاضی متمرکز بوده است؛ اما پژوهش‌های مروری مختلف حاکی از نتایج ضعیف و حتی گاه متناقض این تحقیقات است که اغلب خالی از نکات آموزنده برای تغییر عملکرد و روش‌های دست‌اندرکاران آموزش ریاضی می‌باشد. محققان دلیل بروز این امر را اقدام عموماً شتاب‌زده پژوهشگران پیشرو این حوزه تحقیقاتی در جستجو و تعیین روابط علت و معلولی، پیش از بنیادگذاری زیرساخت‌‌های نظری مناسب می‌دانند. در مقاله حاضر، تحقیقات حوزه نگرش ریاضی با تمرکز بر سیر تحولات و تکوین نظری حوزه عاطفی در آموزش ریاضی مرور شده است.

کلیدواژه‌ها

موضوعات


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دوره 5، شماره 4
اسفند 1399
صفحه 53-68
  • تاریخ دریافت: 19 فروردین 1400
  • تاریخ بازنگری: 21 مرداد 1400
  • تاریخ پذیرش: 30 مرداد 1400
  • تاریخ انتشار آنلاین: 01 اسفند 1399