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( Radmehr Farzad ),( Alamolhodaei Hassan ) 한국수학교육학회 2010 수학교육연구 Vol.14 No.4
The main objective of this research is to studying students` mathematical performance based upon cognitive dimension of Revised Bloom Taxonomy (RBT). A sample of 95 K11 school girls and 63 K11 school boys were tested on mathematics exam include 120 questions from K11 calculus book based on RBT. Data of this research was analyzed by MANOVA repeated measure and graphs error bars from SPSS (Statistical Package for the Social Sciences) software. Results obtained, indicate that there was difference between students` mathematical performance in each category of knowledge dimension according to cognitive rocess of RBT and students` mathematical performance would be decreased from remembering through creating in each category of knowledge dimensions. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning.
( Hajibaba Maryam ),( Radmehr Farzad ),( Alamolhodaei Hassan ) 한국수학교육학회 2013 수학교육연구 Vol.17 No.3
The main objective of this study is to explore the relationship between psychological fac-tors (i.e. math anxiety, attention, attitude, Working Memory Capacity (WMC), and Field dependency) and students` mathematics problem solving based on Revised Bloom Tax-onomy. A sample of 169 K11 school girls were tested on (1) The Witkin`s cognitive style (Group Embedded Figure Test). (2) Digit Span Backwards Test. (3) Mathematics Anxiety Rating Scale (MARS). (4) Modified Fennema-Sherman Attitude Scales. (5) Mathematics Attention Test (MAT) , and (6) Mathematics questions based on Revised Bloom Taxonomy (RBT). Results obtained indicate that the effect of these items on students mathematical problem solving is different in each cognitive process and level of knowledge dimension.
Students` Field-dependency and Their Mathematical Performance based on Bloom`s Cognitive Levels
( Alamolhodael Hassan ),( Hedayat Panah Ahmad ),( Radmehr Farzad ) 한국수학교육학회 2011 수학교육연구 Vol.15 No.4
Students approach mathematical problem solving in fundamentally different ways, particularly problems requiring conceptual understanding and complicated strategies. The main objective of this study is to compare students` performance with different thinking styles (Field-dependent vs. Field independent) in mathematical problem solving. A sample of 242 high school males and females (17-18 years old) were tested based on the Witkin`s cognitive style (Group Embedded Figure Test) and by a math exam designed in accordance with Bloom`s Taxonomy of cognitive level. The results obtained indicated that the effect of field dependency on student`s mathematical performance was significant. Moreover, field-independent (Fl) students showed more effective performance than field-dependent (FD) ones in math tasks. Male students with H styles achieved higher results compared to female students with FD cognitive style. Moreover, H students experienced few difficulties than FD students in Bloom`s Cognitive Levels. The implications of these results emphasize that cognitive predictor variables (H vs. FD) could be challenging and rather distinctive factor for students` achievement.