چکیده:
Numerous factors have caused the teaching and/or learning of mathematics in elementary schools not to be effective enough. In this regard, the purpose of this grounded theory qualitative research was to determine the challenges of math teaching/learning in elementary schools. The target group included all teachers of elementary schools in Yazd who were selected using purposive sampling method. Using semi-structured interview", interviews were conducted with teachers with who had at least 5 years and an average of 9 years of teaching experience until theoretical saturation was achieved (N = 14). To analyze the data, the interviews were transcribed and coded using open, axial, and selective coding. Subsequently, some qualitative researchers, as well as the participants themselves, were invited to review the data and make the necessary modifications to make them both credible and reliable. Ultimately, the challenges identified for teaching/learning mathematics in elementary schools were classified in terms of a six-dimensional paradigm, specifying the core, causal, contextual, and environmental conditions that rise to these challenges, as well as the strategies teachers and students adopt accordingly and the potential consequences. Based on the results, "the core category" included "lesson complexity and temporal-methodical mismatch". On the other hand, the most important causal conditions encompassed weakness in research and competency support and lack of attention to the principles of planning. The contextual conditions included behavioral contexts and hardware-financial contexts. The "environmental conditions" included the socio-cultural background, the family, the economic and policy making environment. The "strategies" included feeling of deprivation of authority on part of teachers and referring to educational aid institutions on part of the students. Finally, the "consequences" of adopting such strategies were found to be anxiety and aversion to mathematics, accumulated math learning difficulties and non-applicable math learning
خلاصه ماشینی:
mental processing Challenges of Mathematics Teaching-Learning in the Elementary Educational Period: A Grounded Theory Research Seyedeh Sajedeh Dashti , Mohsen Shakeri , Maryam Kian Abstract Multiple factors have caused the teaching-learning process of mathematics in the elementary period to lack the necessary efficiency.
Keywords: Elementary educational period, grounded theory research method, qualitative research approach, mathematics teaching-learning Master of Curriculum Planning, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Yazd, Yazd, Iran.
Ultimately, the results of the data analysis show that strategies for coping with the phenomenon of complexity and the temporal-methodological mismatch of the mathematics lesson, under the influence of environmental intervening factors and contextual conditions, lead to consequences of anxiety and aversion to the mathematics lesson, and the accumulation of learning problems and lack of application (Birampour et al.
Based on the analysis of interviews, categories such as weakness in research and competency background and lack of attention to the foundations and principles of planning, as causal conditions, cause the central challenge of complexity and temporal-methodological mismatch of the mathematics lesson in the primary period.
What was evident in most interviews was that the neglect of the role of individual differences and psychological principles, especially in educational trends, in the needs assessment and planning of the mathematics lesson—which is affected by the weakness in the professional competencies of textbook authors and lack of attention to the background of national and international research—has caused the content of the mathematics lesson to suffer from the central challenge of complexity and methodological-temporal mismatch, which this challenge itself consists of sub-categories of volume and heaviness, subject-centeredness, and abstraction.
(
, 
, 
)
