جستجوی مقالات مرتبط با کلیدواژه "task-based interview" در نشریات گروه "علوم تربیتی"

The present study seeks to identify the mistakes in solving mathematical verbal problems in deaf and hard-of-hearing students who have completed elementary school.

For this purpose, interviews were conducted with eight hard-of-hearing and deaf female students in 7th grade with using a qualitative approach and a task-based interview method. After conducting and implementing interviews, identifying errors, and classifying them based on Newman's framework, subcodes of errors were explained by comparative and inductive content analysis. According to the findings, 17 reading errors (4.39%), 63 comprehension errors (34.61%), 39 conversion errors (21.42%), 50 processing skill errors (27.47%) and 22 decoding errors (17.05%) were identified.

Overall, results showed that deaf and hard-of-hearing students who participated in this research were unable could not to apply mathematical algorithms to solve textbook problems and in realworld conditions. They had problems understanding a real-world situation correctly and formulating it in mathematical terms.

The recommendations to help the students’ problems in solving verbal problems have been outlined. Therefore, it is recommended to modify the textbooks and adjust teaching styles to suit students with special needs.

The purpose of this research was to identify the errors of students in solving the mathematical literacy problems based on PISA studies' framework. This research was carried out with a qualitative approach and the task-based interview. The research sample included nine students at the beginning of the 10th grade who participated voluntarily in the academic year 1397-98. Data was gathered through interview with the participants, based on the 4 tasks derived from the mathematical literacy test which was developed by Mohsenpour et al. (1394). After interviewing the participants and transcribing the spoken text, data analysis was done through systematically reducing the text based on the meaningfulness and meaninglessness of the information obtained from the students’ answers. The findings indicated that the most common errors were: 1-carelessness in reading the math questions, 2-the dominance of the students’ mental frameworks during reading the questions, 3-inability in applying a mathematical model to the real life model, 4-inability in recognizing the features of the geometric shapes, 5-lack of understanding the mathematical meaning of the words that have an informal language usage, 6-making mistakes in the concepts of the perimeter and area, 7-lack of attention to the concept of the units of measurement and conversion of the units, 8-inability in  interpreting the mathematical numbers in the real world and 9- difficulty in working with the decimal numbers. Based on these findings, the researchers concluded that the root causes of these errors is due to an emphasis on the rote learning and less attention to the conceptual learning, lack of opportunity for trial and error as a useful strategy for the math problem solving, and formal and unreal usage of the applied math problems in the curriculum and the math course classes.