بررسی و مقایسه میزان خطاهای درس ریاضی دانش آموزان مبتلا به اختلال یادگیری و عادی پایه ششم

نویسندگان

چکیده

هدف این پژوهش بررسی و مقایسه میزان خطاهای درس ریاضی دانش‌آموزان مبتلا به اختلال یادگیری و دانش آموزان عادی پایه ششم ابتدایی شهرستان لردگان بوده است. نوع پژوهش کاربردی و روش آن توصیفی-تحلیلی و پیمایشی بوده است. جامعه آماری پژوهش شامل تمامی دانش‌آموزان پایه ششم ابتدایی شهرستان لردگان در سال تحصیلی 95-1394 (2495نفر دانش‌آموز عادی و 238 دانش‌آموز مبتلا به اختلال یادگیری) بوده که به روش نمونه‌گیری تصادفی ساده، 50 دانش‌آموز عادی و 40 دانش‌آموز مبتلا به اختلال یادگیری از میان آنان انتخاب گردیده است. ابزار گردآوری داده‌های پژوهش چند کاربرگ پژوهشگرساخته و پرسشنامه اختلالات یادگیری ریاضی(آزمون ریاضیات ایران کی- مت، 1988) بوده است. روایی ابزار در این پژوهش توسط پنج متخصص در امر آزمون‌های روانی و اختلالات یادگیری و پایایی پرسشنامه به روش آلفای کرانباخ 82/0 محاسبه شده است.برای تحلیل داده ها از آمار توصیفی و استنباطی شامل آزمون های تی و تحلیل واریانس استفاده شده است. یافته های پژوهش حاکی است که بین میزان خطاهایی درس ریاضی دانش آموزان مبتلا به اختلال یادگیری با دانش آموزان عادی در مقیاس حل مساله، تشخیص شکل، تشخیص چهار عمل، تشخیص پول و تشخیص زمان تفاوت وجود دارد. بین میزان خطای دانش آموزان مبتلا به اختلال در درس ریاضی(کل و خرده مقیاس ها) با توجه به ویژگی های دموگرافیک آنان(جنسیت، معدل و تحصیلات والدین) تفاوت معنی-داری وجود نداشته است.

کلیدواژه‌ها


عنوان مقاله [English]

Examination and Comparison of the Amount of Mathematical Errors Between the Students with Learning Disorders and Normal ones at Sixth Grade in Lordegan City

نویسندگان [English]

  • Nazanin Karimzadeh
  • maryam darvishi
  • leyla KHademi Adel
چکیده [English]

The purpose of this study was examination and comparison of the amount of mathematical errors between the students with learning disorders and normal ones at sixth grade in Lordegan City. The study was a kind of applied with descriptive- analytic survey. The statistical population were all students at sixth grade in Lordegan City (2495 normal students and 238 with learning disorders) in 1394-95. Simple random sampling was used and 50 normal students along with 40students with learning disorders were chosen to do the study. The instruments were a couple of researcher made worksheet and mathematic learning disorders questionnaire. Validity of the instruments were confirmed by 5 mental tests and learning disorders specialists. The reliability with Cronbach alpha was 0.82. T test and variance analysis were used to inferential analysis. Findings showed that there is difference between students with learning disorders and normal ones at problem solving scale and distinction of shape, 4 operation, money and time at mathematical errors. There was no significant difference between students with mathematical learning disorder (whole and subscales) with attention to demographic traits(sex, average and parental education).

کلیدواژه‌ها [English]

  • Learning Disorder
  • Operation Distinction
  • Problem Solving Scale
  • time
  • Money
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