آمار
| تعداد نشریات | 50 |
| تعداد شمارهها | 2,232 |
| تعداد مقالات | 20,475 |
| تعداد مشاهده مقاله | 25,240,044 |
| تعداد دریافت فایل اصل مقاله | 22,881,526 |
Designing a Combinetorial Models in Teaching and Derivative of Real Functions. | ||
| Journal of New Researches in Mathematics | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 آذر 1401 | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30495/jnrm.2022.62540.2138 | ||
| نویسندگان | ||
Seyyed Hojjat Moosavi1؛ abolfazl tehranian   2؛ Hossein Doostie2؛ ahmad shahvarani2؛ Mahdi Azhini2
| ||
| 1Student | ||
| 2Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده | ||
| According to the research, students do not have a proper understanding of the concept of derivative in the early years of university, which can be due to the teaching style they have been exposed to and the type of their comprehension after teaching. Therefore, the researcher intends to present and confirm a conceptual model for understanding derivative, and identify the challenges of understanding derivative in terms of the teachers' instructions and the knowledge of teaching, and finally determine the preferred style of teaching the concept of derivative. The present study is descriptive and post-event and the analysis method is of correlational type. The statistical sample consists of 74 male and female mathematics professors as well as 148 students.The Data were collected using two standard questionnaires of Gerasha-Richman teaching method and Jung’s derivative comprehension questionnaire, as well as two descriptive tests to assess the teachers’ knowledge of instruction and the students' relational and instrumental understanding of the concept of derivative.According to the results of structural equations, the effect of teaching style is more than teaching knowledge. According to the results of fuzzy TOPSIS, the preferred style of derivative teaching is interactive. the two factors of relational and instrumental understanding and then the nature of understanding the concept of derivative have the greatest effect on determining students' understanding of the concept of derivative. Moreover, the level of procedural knowledge of the professors in derivative teaching is more than the conceptual knowledge, and the students' instrumental understanding is more than the relational understanding. | ||
| کلیدواژهها | ||
| derivative؛ Teaching style؛ understanding؛ conceptual and procedural knowledge؛ instrumental and relational understanding | ||
|
آمار تعداد مشاهده مقاله: 2,432 |
||
