نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665. تهران. ایران
2 استادیار گروه روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889-14665. تهران. ایران
3 کارشناسی آموزش دانش آموزان با نیازهای ویژه . دانشگاه فرهنگیان. تهران. ایران.
4 آموزگار ابتدایی
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Abstract: Problem solving is one of the major factors in teaching mathematics and has been introduced by the National Council of Mathematical Teachers (2000) as the core of math education. Recent studies in the field of mathematical education and psychology have shown that math representation, especially the schematic representation plays an important role in facilitating problem-solving process. The purpose of this study was to examine the moderating role of individual variables such as psychomotor competency, auditory comprehension, field independency and spatial-visual ability in relation to schematic representation and problem-solving Ability (usual and unusual). The current research is a relational-correlation type of research .The research sample was 720 students from all sixth grade students of Boyer-ahmad cities' schools selected by simple Cluster random sampling method using G-POWER software. The research tools were Utrecht Mathematical Competence Scale, Flanagan pattern Test, group embedded figure Test, Flanagan Component Test, and Korpilahti Listening Comprehension test. Subgroup analysis was used to analyze the data in this research. The results suggest that psychomotor competency, auditory comprehension, field independency and visual - spatial ability have moderating role in relation to schematic representation and unusual problem-solving ability in math (Each in some of the components (, but these variables have no difference on The performance of students in responding to usual questions (Except for a few of the components in the special category).
کلیدواژه‌ها [English]
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