Volume 6, Issue 4 (December 2024)
IEEPJ 2024, 6(4): 57-86 |
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Kalati Z, Rostamy-Malkhalife M, Behzadi M H. (2024). Ranking the Components of Algebraic Thinking Model in Sixth-Grade Students during Coronavirus Pandemic Based on Fuzzy Analysis. IEEPJ. 6(4), 57-86. doi:10.22034/6.4.57
URL: http://ieepj.hormozgan.ac.ir/article-1-751-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-751-en.html
1- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran
2- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran ,Mohsen_rostamy@yahoo.com
3- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran
2- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran ,
3- Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran
Abstract: (713 Views)
Objective: Studies on teaching and learning algebra point to the fact that algebra is a branch of mathematics that deals with the general notation of relationships between numbers and mathematical structures and also performing operations on those structures. Algebra problems that students face is mainly in mathematical modeling, perception of algebraic expressions, applying arithmetic operations, and comprehending the different meanings of the equal sign and the variable symbol. Given the lack of attention to the promotion of the algebraic thinking components, the current study aimed to explain and prioritize these components in sixth-grade elementary students through virtual education during the coronavirus pandemic.
Methods: To collect data based on survey research, an open and closed-ended questionnaire was used.
Results: Statistical analysis revealed that the students mostly achieved generalized arithmetic (2.92) and modeling in algebraic thinking (2.89), and they tended to answer through generalization and relied on pre-learned formulas. The lowest dispersion of answers was related to the reasoning component. Fuzzy analysis indicated the modeling component was ranked first (0.075251). And the reasoning component was ranked fourth (0.074962). The third and second ranks respectively belonged to the functions and generalized arithmetic component.
Conclusions: Consequently, ranking algebraic thinking components could be effective for teaching mathematics.
Methods: To collect data based on survey research, an open and closed-ended questionnaire was used.
Results: Statistical analysis revealed that the students mostly achieved generalized arithmetic (2.92) and modeling in algebraic thinking (2.89), and they tended to answer through generalization and relied on pre-learned formulas. The lowest dispersion of answers was related to the reasoning component. Fuzzy analysis indicated the modeling component was ranked first (0.075251). And the reasoning component was ranked fourth (0.074962). The third and second ranks respectively belonged to the functions and generalized arithmetic component.
Conclusions: Consequently, ranking algebraic thinking components could be effective for teaching mathematics.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/03/13 | Accepted: 2023/08/26 | Published: 2024/12/1
Received: 2023/03/13 | Accepted: 2023/08/26 | Published: 2024/12/1
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