یادگیری تحلیل ریاضیاتی مبتنی بر تلفیق تحلیل فلسفی و یافته‌های علوم اعصاب شناختی پیرامون ریاضیات نمادین

پژوهش نامه مبانی تعلیم و تربیت

مقاله 5، دوره 11، شماره 1 - شماره پیاپی 21، شهریور 1400، صفحه 86-110   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.2022.67302.0

نویسندگان

اعظم طاهرخانی^{* 1}؛ سعید ضرغامی همراه²؛ حسن عشایری³؛ یحیی قائدی⁴

¹دانشجو دکتری فلسفه تعلیم و تربیت، دانشگاه خوارزمی

²دانشیار/دانشگاه خوارزمی

³استاد دانشکده توان‌بخشی، دانشگاه علوم پزشکی ایران

⁴دانشیار فلسفه تعلیم و تربیت، دانشگاه خوارزمی

چکیده

هدف اصلی این پژوهش تبیین یادگیری تحلیل ریاضیاتی مبتنی بر تلفیق تحلیل فلسفی و یافته­های علوم اعصاب شناختی است. بدین منظور یادگیری تحلیل ریاضیاتی، به عنوان یکی از جنبه­های تفکر ریاضیاتی، مبتنی بر یادگیری نمادهای عددی در کودکان با بهره­گیری از روش عصب-فلسفی بررسی شده است. بر این اساس سه گزاره مشاهده­ای که نتایج پژوهش­های علوم اعصاب شناختی پیرامون ریاضیات نمادین است اخذ شده است. این گزاره­ها عبارت‌اند از: یادگیری نمادین اعداد در کودکان، مغز را تغییر می­دهد؛ پردازش اعداد نمادین و اعداد غیرنمادین به صورتی ناهمسان است و ارتباطی مبهم و دوسویه بین آن‌ها وجود دارد؛ دانش نمادین عدد، نقش مهمی در پیشرفت­های آینده کودکان در ریاضیات سطح بالاتر دارد. بر مبنای این سه گزاره تلاش شده است تا پرسش­های فلسفی پژوهش و چالش­های مرتبط با آن‌ها بررسی شود. نتایج این پژوهش حاکی از آن است که همراه شدن یادگیری اعداد نمادین با چگونگی به وجود آمدن نمادهای عددی و تشویق کودکان به ایجاد ارتباط پیاپی بین نمادهای عددی و معنای ذهنی و بیان کلامی آن‌ها می­تواند اسباب لازم برای غنای توانایی­های فراشناختی مانند تشخیص خطاها را فراهم کند. اما لازم است چالش­هایی مانند چگونگی آشنایی کودکان با نظریه تکامل با توجه به مسائل فرهنگی، نوع راهبردهای لازم برای بهبود ارتباط درک معنایی و نمادین اعداد در کودکان و سطح تأکید بر فرآیندهای حل مسئله­ (که نیازمند تحلیل مبتنی بر نمادها هستند) در برنامه‌های آموزش ریاضی به منظور بهبود توانایی­های تفکر کودکان بررسی شود.

کلیدواژه‌ها

یادگیری تحلیل ریاضیاتی؛ تحلیل فلسفی؛ علوم اعصاب شناختی؛ پردازش نمادین عدد

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