رابطة بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان با نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
علی نصرانی
1
(دانش‌آموخته گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.)
بهرنگ اسماعیلی شاد
2
(استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.)
محبوبه سلیمان پور عمران
3
(استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.)
کلید واژه: نگرش به درس ریاضی, فرایند آموزش, باورها و ارزش‌ها, وضعیت اجتماعی- اقتصادی, فرهنگ مدرسه,
چکیده مقاله :
هدف پژوهش بررسی رابطه بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان بر نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش ریاضی بود. پژوهش از لحاظ روش‌شناسی، توصیفی از نوع همبستگی است. جامعة آماری شامل دانش‌آموزان پسر متوسطه اول شهر آشخانه به تعداد 200 نفر است. نمونه بر اساس فرمول کوکران 132 نفر به دست آمد. روش نمونه‌گیری تصادفی طبقه‌ای بود. در پژوهش از پرسشنامه باورهای معرفت‌شناختی شومر (1990)، وضعیت اجتماعی - اقتصادی قدرت‌نما (1392)، فرهنگ مدرسه الساندرو و ساد (1997)، فرایند آموزش تاملینسون (2001) و نگرش به درس ریاضی پهلوان (1384) استفاده گردید. پرسشنامه‌ها دارای روایی صوری و محتوایی بوده و ضریب پایایی پرسشنامه‌ها به ترتیب 704/0؛ 774/0؛ 739/0؛ 701/0 و 778/0 است. داده‌ها با نرم‌افزار SPSS22 تحلیل شد. طبق نتایج، بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان بر نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه رابطه معناداری وجود دارد و بین وضعیت اجتماعی- اقتصادی، باورها و ارزش‌های دانش‌آموزان، فرهنگ مدرسه، فرایند آموزش با نگرش به درس ریاضی رابطه معناداری وجود دارد و همچنین بین وضعیت اجتماعی- اقتصادی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش و نگرش به درس ریاضی در دانش‌آموزان رابطه معناداری وجود دارد و بین باورها و ارزش‌های دانش‌آموزان با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش و نگرش به درس ریاضی در دانش‌آموزان رابطه معناداری وجود دارد.
The purpose of study was to investigate the relationship between socioeconomic status and students' beliefs and values on the attitude toward mathematical education with emphasis on the role of the intermediate elements of school culture and the process of mathematical education. Methodological research is descriptive of correlation type. The statistical population includes 200 secondary boy of Ashkhaneh city. The sample was 132 according to the Coquran formula. The sampling method was stratified. Data collected with epistemological beliefs questionnaire Schommer (1990), Socio-Economic of Ghodrat Nama (2013), Alsnadro school culture and Sade (1997), Learning Process Questionnaire Tomlinson (2001), Pahlevan attitude to mathematical lessons (2007). The reliability was Face and Content and validity of the Socio-Economic 0.774, 0.704 beliefs and values of students, teaching process 0.701, 0.739 school culture and attitude towards mathematics is 0.778. Results showed there is a significant relationship between socioeconomic status and students 'beliefs and values on the attitude toward mathematical education, with emphasis on the intermediate role of school culture. Between socioeconomic status, students' beliefs and values, school culture, educational process with attitude to the lesson there is a significant relationship between mathematics and socioeconomic status with emphasis on the role of the intermediate elements of school culture and the process of teaching and attitudes toward mathematics in students and there is a significant relationship between students' beliefs and values with emphasis on the role of the intermediate elements of school culture and process teaching and attitudes to maths there is a significant relationship.
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