نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش ریاضی، دانشگاه فرهنگیان، کد پستی 889-14665،تهران، ایران
2 گروه آموزش ریاضی، دانشگاه فرهنگیان، کد پستی889-14665، ،تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The aim of this research was to evaluate the effectiveness of a reality-based mathematics teaching approach on the conceptual and procedural knowledge of student teachers in the context of the virtual Shad space. The research method was semi-experimental, utilizing a pre-test and post-test design with a control group. The statistical population of the study included all mathematics education student teachers at the Shahid Beheshti Campus of Farhangian University in Hormozgan for the academic year 2021-2022. A total of 58 individuals were purposefully selected and randomly assigned to two groups: an experimental group consisting of 30 participants and a control group consisting of 28 participants. Initially, a standardized test based on conceptual and procedural knowledge was administered as a pre-test to the student teachers in both the control and experimental groups. The pre-test and post-test focused on the topic of functions from the tenth grade, utilizing questions on conceptual and procedural knowledge designed by Khuli et al. (2017). To examine the research question, descriptive statistics were employed to calculate the mean, median, and standard deviation. For inferential statistics, a one-way Analysis of Covariance (ANCOVA) was used, and the Least Significant Difference (LSD) method was applied for comparing the means of the variables, utilizing SPSS software. The findings of the research indicated that the performance of the experimental group using reality-based mathematics education in the virtual Shad environment had a significant impact on conceptual and procedural knowledge in mathematics.
کلیدواژهها [English]
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