دور اللغة في حل المسائل اللفظية في مادة الرياضيات لدى طلبة الصف التاسع
DOI:
https://doi.org/10.35516/hum.v51i3.650الكلمات المفتاحية:
إتقان اللغة الإنجليزية، اللغة، الرياضيات، حل المشكلات، المسائل اللفظيةالملخص
الأهداف: تبحث الدراسة في مهارات حل المسائل اللفظية في الرياضيات لدى طلبة الصف التاسع في مدارس منطقة شمال تشواني. وتبين الدراسة أن لللغة دور محوري في تعلم الرياضيات وفهم المسائل اللفظية، كما توضح كيف تؤثر الترجمات الخاطئة وعدم الفهم الصحيح للغة في حلول المسائل اللفظية لطلبة الصف التاسع في مدارس منطقة شمال تشواني.
المنهجية: استخدمت الدراسة النهجين النوعي والكمي. كما استخدمت البيانات الإحصائية السياقية، والاستكشافية، والوصفية. شملت الدراسة 26 طالباً من الصف التاسع في مدارس المرحلة الثانوية في منطقة تشواني الشمالية في مقاطعة غوتنغ. جُمِعَت البيانات باستخدام العمل الكتابي للطلبة (الاستبانة) وجرى تحليل نتائج الاختبار المدار. حُلِّلًت البيانات لتحديد الصعوبات اللغوية التي يواجهها المتعلمون عند ترجمة وحل المسائل اللفظية. تضمنت عملية التحليل تطوير رؤى أولية، والترميز، والتفسير، واستخلاص النتائج لتحديد ما إذا كانت هنالك علاقة بين إتقان اللغة وحل المسائل اللفظية.
النتائج: أظهرت الدراسة أن الطلبة يواجهون تحديات في حل المسائل الرياضية عند ترجمة المسائل اللفظية لرموز رياضية. كما كشفت عن وجود علاقة قوية بين فهم المفردات وحل المسائل اللفظية، مما أدى الى تحديات متعلقة بفهم المعنى المرتبط بالمسائل اللفظية.
الخلاصة: أظهرت الأدلة المستمدة من اختبار المسائل اللفظية للطلبة أن المفردات الرياضية والخصائص التركيبية هي العوامل الرئيسية التي تسبب صعوبات في فهم وحل المسائل الفظية.
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