بازنمایی عوامل و نشانگان روان‌شناختی موثر در بروز خطاهای ریاضی دانش آموزان ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزش عالی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 کارشناسی ارشد تحقیقات آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

چکیده

پیشینه و اهداف: مشاهدات میدانی، نتایج آزمون‌های درون‌مدرسه‌ای، آزمون‌های ملی در درس ریاضی و عملکرد ضعیف دانش‌آموزان ایرانی در آزمون‌های بین‌المللی، نشان می‌دهد که آموزش و درک ریاضی در دوره ابتدایی با مشکلات متعددی همراه است. به همین دلیل پژوهش حاضر با هدف شناسایی عوامل و نشانه‌های روان‌شناختی موثر در بروز یا تشدید خطاهای ریاضی دانش‌آموزان دوره‌ی دوم ابتدایی انجام شد. روش‌ها‌: بدین‌منظور از روش پدیدارشناسی توصیفی استفاده گردید و داده‌ها با استفاده از مصاحبه نیمه ساختار‌یافته جمع‌آوردی گردید. مصاحبه‌شوندگان به روش ملاکی انتخاب شدند و بعد از 23 مصاحبه اشباع داده‌ها حاصل‌شد. به‌منظور افزایش اتکاپذیری، تاییدپذیری، باورپذیری صحت داده‌ها، از شیوه‌های «بازبینی در زمان کُدگذاری»، «بهره‌گیری از نظرات همکاران پژوهشی و تأیید آن‌ها»، «تبیین جزئیات دقیق فرایند گردآوری و تحلیل داده‌ها»، «درگیری طولانی مدت»، سه‌سو‌سازی و تحلیل موارد منفی استفاده شد. یافته‌ها: تحلیل داده‌ها به شناسایی و طبقه‌بندی سه دسته از عوامل «انگیزشی»، «روانی» و «حافظه‌ای» منجر گردید و 26 نشانه‌ی روان‌شناختی شناسایی شد. نتیجه‌گیری: بررسی‌های انجام شده نشان داد دانش‌آموزان دوره دبستان در یادگیری درس ریاضی با چالش‌های روان‌شناختی بسیار زیاد و متنوعی همراه هستند و ادامه این روند می‌تواند نشاط و پویایی در نظام آموزشی را با آسیب‌های بسیاری همراه ساخته و تشکیل کارگروهی تخصصی برای جلوگیری از تداوم این تبعات، از ضرورتی انکارناپذیر است.

کلیدواژه‌ها


References
Abdollahi Khaleq Abadi, M., & Hasani, F. (2023). The role of cognitive and motivational factors in predicting mathematical achievement of second-grade elementary school students in Anar. 5th National Conference on Sustainable Development in Educational Sciences and Psychology, Iran. [In Persian].
Abdulsahib, R. H. (2021). Learning difficulties in mathematics and its relationship to cognitive failures among middle school students. Ilkogretim Online, 20(6), 2291-2325.
Abedi, A., Taji, M., & Shoushtari, M. (2011). Neuropsychology of mathematical learning. Exceptional Education, 1(107), 20-30. [In Persian].
Alayi-Kharaim, R., Alayi-Kharaim, S., & Ghadampour, E. (2017). The role of self-efficacy beliefs and achievement motivation in predicting test anxiety in primary school students with learning disabilities. Knowledge and Research in Applied Psychology, 69(18), 109-117. [In Persian].
Alipour Fathkohi, B., Mohammad Hassan, R., & Shahvarani Semnani, A. (2022). Identifying factors affecting students' mathematics learning using meta-synthesis and opinions of mathematics education specialists. Scientific Journal of Education and Evaluation, 15(57), 151-175. [In Persian].
Andersson, U., & Östergren, R. (2012). Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities. Learning and Individual Differences, 22(6), 701-714.
Anousheh, F. (2018). Motivation in mathematics education. Mathematics and Society Journal, 3(4), 9-12. [In Persian].
Astin, A. W. (2014). Student involvement: A developmental theory for higher education. In College student development and academic life (pp. 251-262). Routledge.
Astutik, E. P., & Purwasih, S. M. (2023). Field Dependent Student Errors in Solving Linear Algebra Problems Based on Newman's Procedure. Mosharafa: Jurnal Pendidikan Matematika, 12(1), 169-180.
Ataei, M., Hamidi, F., & Naseri, S. (2015). The relationship between self-regulated learning strategies and mathematical self-concept with mathematical achievement motivation. Journal of Psychology, 19(4), 410-426. [In Persian].
Bazargan, A. (2012). Introduction to qualitative and mixed methods research (3rd ed.). Tehran: Didar. [In Persian].
Beckman, P. J. (1991). Comparison of mothers' and fathers' perceptions of the effect of young children with and without disabilities. American journal of mental retardation: AJMR, 95(5), 585-595.
Beilock, S. L., & Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4-12.
Bibi, S., & Maqbool, M. A. (2024). The Causes of Students Failure In The Subject Of Mathematics At Secondary School Level. International Research Journal of Arts, Humanities and Social Sciences, 2(01), 159-175.
Cheng, D., Ren, B., Yu, X., Wang, H., Chen, Q., & Zhou, X. (2022). Math anxiety as an independent psychological construct among social‐emotional attitudes: An exploratory factor analysis. Annals of the New York Academy of Sciences, 1517(1), 191-202.
Coetzee, L. R. (2011). The relationship between students' academic self-concept, motivation and academic achievement at the university of the Free State. (Doctoral dissertation, University of South Africa).
Davids, E., & Gastpar, M. (2005). Attention deficit hyperactivity disorder and borderline personality disorder. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 29(6), 865-877.
Delavar, A. (2022). Theoretical and practical foundations of research in humanities and social sciences (2nd ed.). Tehran: Roshd. [In Persian].
Erfani, N. (2017). The Intermediary Role of Learning Motivation in Predicting Academic Achievement Based on the Students’ Cognitive and Metacognitive Strategies. Journal of Educational Psychology Studies, 14(26), 167-198. [In Persian] 
Eslamiyeh, M. M. (2009). Investigating the prevalence of behavioral disorders among primary school students in Tehran. Exceptional Children, 27(8), 98-109. [In Persian].
Evangelopoulou, M. (2024). Teacher’s awareness of the impact of mathematics anxiety in the performance of students with and without mathematics learning disabilities (Doctoral dissertation, Universidad de Córdoba (ESP)).
Evans, R. M. (2002). Improving student academic achievement through putting the needs of public school education first. The University of North Carolina at Chapel Hill.
Faramarzpour, N., & Fadaei, M. R. (2021). Mathematics teachers' views on the reasons for students' instructional errors in school lessons with an emphasis on algebra. Quarterly Journal of Theory and Practice in Curriculum Studies, 9(17), 395-428. [In Persian].
Faraone, S. V., & Biederman, J. (2005). What is the prevalence of adult ADHD? Results of a population screen of 966 adults. Journal of attention disorders, 9(2), 384-391.
 
Font, V., Breda, A., Sala-Sebastià, G., & Pino-Fan, L. R. (2024). Future teachers’ reflections on mathematical errors made in their teaching practice. ZDM-Mathematics Education, 1-13.
Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., ... & Fletcher, J. M. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of educational psychology, 98(1), 29.
Hamid, N. (2006). Investigating mathematical learning disabilities in male and female primary school students in District 1 of Tehran and the effect of applied instruction, token reinforcement, and muscle relaxation on reducing mathematical learning disabilities. Educational Sciences, 13(2), 119-136. [In Persian].
Huang, Y. C., & Lin, S. H. (2015). Development and validation of an inventory for measuring student attitudes toward calculus. Measurement and Evaluation in Counseling and Development, 48, 109-123.
Jafari, N., Roshani, T., & Shahbazi, G. (2021). The effectiveness of cognitive-behavioral play therapy in reducing handwriting and math difficulties in students with specific learning disabilities. Quarterly Journal of Research in Academic and Virtual Learning, 9(3), 93-100. [In Persian].
Khalo, X. & Bayaga, A. (2014). Underlying factors related to errors in financial mathematics due to incorrect or rigidity of thinking. The Journal for Transdisciplinary Research in Southern Africa, 10(3), 340-354.
Kharazmi, P., & Arin, F. (2019). A brief overview of the impact of mathematical disorders on the learning process: From diagnosis to assessment. Royesh Psychology, 8(5), 223-232. [In Persian].
Kiamanesh, A., & Poursaghar, N. (2009). Investigating gender differences in variables related to mathematical performance (mathematical self-concept, mathematical motivation, and previous math performance) and their role in mathematical achievement. Quarterly Journal of Novel Psychological Research, 4(13), 161-190. [In Persian].
Liew, C. Y., Leong, S. H., Julaihi, N. H., Lai, T. W., Ting, S. U., Chen, C. K., & Hamdan, A. (2022). Children's Errors in Written Mathematics. Mathematics Teaching Research Journal, 14(5), 141-158.
Mahmoodi, Z., Rostami, M., Bahrami, G., Rasouli, F., & Ghavidel, N. (2023). Predictor factors affecting emotional and behavioral problems in school-aged (6–12 years) children during the COVID-19 pandemic: a cross-sectional study. BMC psychiatry, 23(1), 633.
Moein-al-Ghorbai, F., Ismaili, M., & Fadaei, M. (2015). The prevalence of specific learning disabilities in primary school students in North Khorasan Province. Learning Disabilities Journal, 5(1), 101-124. [In Persian].
Moosapoor, M. (2023). New Teachers’ Awareness of Mathematical Misconceptions in Elementary Students and Their Solution Provision Capabilities. Education Research International, 2023(1), 4475027.
Mousipour, M., Portaghi ouhbeneh, B., & Taghipour, A. (2020). Investigating misconceptions in the fraction concept in primary school mathematics and strategies for overcoming them. Poyesh in Basic Science Education, 6(20), 1-9. [In Persian].
Naylor, J. C., Pritchard, R. D., & Ilgen, D. R. (2013). A theory of behavior in organizations. Academic Press.
Noshadi, Z., Derakhshan, H., Tavakoli, S., & Mostafapour, N. (2023). Investigating the factors affecting students' lack of motivation in mathematics. Journal of Contemporary Research in Science and Studies, 5(48), 46-60. [In Persian].
Oyedeji, S. O. (2017). The Effects of Students' Motivational Factors on Their Attitudes toward Mathematics. International Journal of Evaluation and Research in Education, 6(4), 277-287.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.
Pirkamali, M. A., Momeni-Mahmouei, H., & Pakdaman, M. (2013). Investigating the relationship between science teachers' self-efficacy and students' motivation, attitude, and academic achievement in fifth grade. Research in Curriculum Planning, 10(37), 123-135. [In Persian].
Policy, N. A. N., Silver, C. H., Ruff, R. M., Iverson, G. L., Barth, J. T., Broshek, D. K., ... & Planning Committee. (2008). Learning disabilities: The need for neuropsychological evaluation. Archives of Clinical Neuropsychology, 23(2), 217-219.
Rohanifar, M., Mohsenpour, M., & Gooyā, Z. (2020). The root causes of the students’ errors in solving the mathematical literacy problems. Journal of Educational Innovations, 18(4), 117-136. [In Persian].
Rushton, S. J. (2018). Teaching and learning mathematics through error analysis. Fields Mathematics Education Journal, 3(1), 1-12.
Sarmad, Z., Bazargan, A., & Hejazi, E. (2024). Research methods in behavioral sciences (49th ed.). Tehran: Agah. [In Persian].
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of cross-cultural psychology, 33(5), 464-481.
Seif, A. A. (2024). Modern developmental psychology: Learning and teaching psychology (35th ed.). Tehran: Doran. [In Persian].
Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., & Artelt, C. (2018). Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7. Contemporary Educational Psychology, 54, 55-65.
Sorvo, R., Koponen, T., Viholainen, H., Aro, T., Räikkönen, E., Peura, P., ... & Aro, M. (2019). Development of math anxiety and its longitudinal relationships with arithmetic achievement among primary school children. Learning and Individual Differences, 69, 173-181.
Tomaj, T., Abdoljalal, T., & Razaghiyan Garmroodi, Z. (2023). The effect of cognitive load-based instruction on students' math anxiety. Educational Research, 9(34), 1-9. [In Persian].
Wertz, M., Kalata, R., & Tompkins, J. (2021). Fundamentals of Education for Exceptional Children. Translated by Parviz Sharifi Daramadi, Simin Ronaghi & Zahra Safarizdi, Danjeh Publishing. [In Persian].
 
Ziaei Quchan, E., Estaji, A., & Kamiabi-Gol, A. (2025). Investigating the effectiveness of phonological awareness training on mathematical application performance. Journal of Linguistic Research, 17(1), 61-80. [In Persian].
Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C. (2023). Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. Social Psychology of Education, 26(3), 579-601.