جايگاه طرح مسئله در آموزش رياضي مدرسه‌اي ايران: بررسي كتاب هاي درسي

The Position of Problem-Posing in School Mathematics Education in Iran: Review of Textbooks

هدف پژوهش حاضر تحليل محتواي كتاب­هاي درسي رياضي دوره ابتدايي و متوسطه اول از جهت ميزان فعاليت­هاي مبتني بر طرح مسئله است. پژوهش از نوع كيفي است و جامعه آماري مورد بررسي كتاب­هاي رياضي پايه اول تا نهم چاپ سال 1398 هستند. ابتدا واژگان كليدي اي كه مويد طرح مسئله است تعيين شد سپس شناسايي اين موقعيت­ها در كتاب درسي صورت گرفت و موقعيت­ها بر اساس چارچوب نشري برآمده از ادبيات پژوهشي دسته بندي شدند. نتايج پژوهش نشان دادند كه در مجموع 9 كتاب مورد بررسي، 40 موقعيت طرح مسئله وجود دارد كه 60 درصد آن­ها در سه سال دوم ابتدايي است و 5/67 درصد را موقعيت­هاي نيمه ساختار يافته تشكيل مي­دهند. مقايسه بين تعداد فعاليت­هاي مبتني بر طرح مسئله و فعاليت هاي حل مسئله در كتاب­هاي درسي رياضي، نشان مي دهد كه مولفان كتاب‌هاي درسي، توجه كمي به به فعاليت­هاي طرح مسئله داشته‌اند.

Main purpose of current study is Content analysis of mathematics textbooks in primary and secondary school in terms of the amount of activities which designed based on problem-posing approach. Type of this research is qualitative and mathematics textbooks in grades 1-9 which published in 1398 school year were considered as statistical population. In this regard, firstly, the key words that confirm the problem-posing were identified, then the situations were identified in the textbook, and finally the situations were categorized according to theoretical framework from literature. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks which 60 percent of them appeared in the second three years of primary school textbooks. Moreover 67.5 percent of these problem posing situation have semi-structured context. Comparison between the number of problem-posing activities and problem-solving activities in mathematics textbooks show that textbooks writers had little attention to problem-posing activities.