نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه ریاضی، دانشکده علوم و فناوری های همگرا، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 گروه ریاضی،دانشکده علوم و فناوری های همگرا، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Using a qualitative approach, this study compared the experiences of students and teachers in traditional algebraic thinking classrooms with those in constructivist classroom discussion approaches implemented in experimental school teaching. Content analysis was used from a qualitative perspective, combined with social constructivism and situated algebraic thinking theories, to interpret students' algebraic thinking and development. The research results indicated differences in the group of students exposed to the constructivist algebraic thinkingal environment, particularly in their independent skills. However, the study also highlighted several challenges, such as time management, understanding classmates' conversations, writing to convey their thinking, and an increased workload for students. The Fuzzy structural equations-Based content discussion classes employed innovative methods to create new knowledge and provided more opportunities for students to develop their ideas. This environment also fostered a more social/collective/adaptive form of knowledge by continuously evaluating information provided by students to inform teaching practices. Overall, the findings suggest that students who participated in innovative discussion approaches and Fuzzy structural equations-Based content had richer algebraic thinking experiences due to their active involvement during training.
کلیدواژهها [English]
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