نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد آموزش ریاضی،گروه آموزش ریاضی، دانشکده علوم پایه ، دانشگاه تربیت دبیر شهید رجایی، تهران
2 استادیار گروه ریاضی، دانشکده علوم، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The purpose of this study is to investigate the extent to which mathematics textbooks pay attention to fostering students' mathematical literacy by presenting real-world issues. Content analysis method has been used to conduct this research.The statistical population is the sixth grade math textbook. The tools used are check list and content analysis forms. To determine the validity of the instrument with the help of 8 experts, the Lavache method was used and the obtained values were acceptable. education specialists have been used and the reliability of the instrument has been determined 0.94 through Holsti formula. The results show that among all the problems, only 21.35% of them have real world context and among these, problems with social context (57.01%) and content scope of quantity (77.19%), the highest number and problems with scientific background (7.89%) and content area of uncertainty (10.53%) have the lowest number of problems. Also, the processes of formulation (36.84%) and interpretation (15.79%) are much less used in solving contextual problems compared to the process of application (91.23%). Despite the importance of mathematical literacy and the emphasis of our country's curriculum planners on this issue, the results show that textbooks pay little attention to contextual problems. Also, the lack of uniform distribution of these problems and the lack of uniform attention to the fields, content and mathematical processes can be considered as one of the shortcomings of this book. The findings of this study can help textbook authors to improve textbooks and subsequently increase students' math literacy levels.
کلیدواژه‌ها [English]
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