The design of mathematics courseware (1) and its effect on learning and memorization based on Anderson's theory of first grade male high school students in district one of Kermanshah in the academic year of 1992-93

University of Graduate Studies

Dissertation for Master's degree (M.A.)

Abstract

The general purpose of the current research is to design a mathematics courseware (1) and its effect on the learning and memorization of first-year male students of high schools in Kermanshah. The research is applied and semi-experimental. The statistical population includes all the male students of the first grade of high schools of the first district of Kermanshah city, in the number of 1400 people, who were randomly selected into two groups of control and experimental. The research method is quasi-experimental with pre-test and post-test. The tool of data collection is the design of questions made by the researcher based on the content of the math book. In the first stage of the research, both groups were tested, and in the second stage, during 5 sessions of 1.5 hours, the subject of the lesson was designed and taught to the students of the experimental group with the help of courseware. In the end, by conducting a post-test from the experimental and control groups, the learning rate of the two groups was checked based on Anderson's classification. The comparison of the average post-test scores between the experimental and control groups showed that there is a significant difference in learning based on Anderson's two-dimensional classification in the knowledge dimension (real, conceptual, and process classes) with the cognitive process dimension (remembering, understanding, and applying classes). But there is no significant difference in the dimension of knowledge (classes of real, conceptual and process matters) with the dimension of the cognitive process (classes of analyzing, evaluating).

The general result of the research indicated that education with the help of multimedia and two-dimensional learning of students has an effect based on Anderson's classification.

Keywords: multimedia, learning, cognitive dimension, knowledge dimension, Anderson's classification, Mathematics

Introduction:

According to many experts, the current century is the century of information and the century of complexity of sciences, and the goal of this designation is the comprehensive development of human knowledge and awareness in all fields. Information technology and developments have entered the educational system, and the educational system will definitely be more complex due to the complexity of human beings with different spiritual and intrinsic dimensions, and in this process, the educational system should be able to adapt itself to the current situation and meet the diverse needs of this evolution. This is if the learning and teaching environment is unpredictable, and in order to obtain better results in the process of learning, attention and attention to new learning theories, the increasing growth of knowledge and technology, and new perspectives in cognitive science have charted new issues and dilemmas. In this direction, the use of new technologies in the field of content production and science sharing is growing, and educational planners and experts in the field of education cannot help but involve themselves in this fast-paced highway. Based on this, according to the current created conditions, the learning process cannot continue its procedure as before and reach its destination through the passage of traditional styles. Because knowledge and science have a dynamic nature and this dynamic requires constant change and transformation and constant creation and creation (Rabi, 2013, 7).

Technologies and multimedia play an important role in the process of producing and transferring concepts from source to universal. Because they can independently play an effective role in learning and teaching cycles. In fact, technology acts as an intermediary in the learning process and will be an active element in this field and cause meaningful and purposeful learning, as well as change traditional and teacher-centered methods to inclusive teaching and learning. The results of the studies show that teachers skilled in the use of information technology can better guide students in learning (David[1], 1997, quoted by Farhadi, 1383, 142). Students can use technology in an effective and principled way.

Of course, we should not forget that the role of the teacher is the first and most effective part of the structure of education, and technology will be present as an assistant to the teacher, not a substitute for him. Therefore, it is the teacher who can create the effective field of technology with the variety of his use of the available new materials. In fact, new educational technology makes learning and teaching easier and leads to sustainable learning, not replacing it.In fact, the new educational technology makes learning and teaching easier and leads to sustainable learning rather than replacing the teacher. New technologies that play a role as tools include: typing and word processing software [2], computer simulations, graphics (including sound, moving images such as animation and film), using computers as intellectual activities and purposeful puzzles, and interactive software and hardware.

As a result, teachers can use learning theories and new technologies and multimedia. And the combination of these two, along with the purposeful teaching method, achieve sustainable learning and help the education process as a whole. (Sha'bani, 1382, 1995)

It is very important that mathematics is one of the subjects that in the view of many students is intangible, difficult and complex, and its teachers often confront their students with a lot of data and with the help of traditional methods, it is an opportunity to think and create. They do not create knowledge for students. For this reason, in the eyes of the students, this lesson is dry and soulless, and in the eyes of the teachers, it is a challenging and problematic lesson, and the traditional teaching methods cannot be effective in this field, and this point indicates the importance and place of using new teaching methods.

Using these methods in the mathematics lesson makes students interested in the lesson. Because in this method, teaching is done with beautiful pictures, diagrams, tables, and sometimes animation, and on the other hand, since the student has a role in learning, it causes his interest and deepens his learning. Since, according to the researchers, most of the learning and memorization takes place through vision, and information and communication technology is a tool to involve the sense of sight and hearing. It deepens learning in students. Also, information and communication technology is a tool for thinking and action and increases the reasoning power and creativity of students and leads to the development of access to quality education.

Theorists have revised traditional teaching methods and combined them with new methods and used this revision for active teaching. The method in which it is used through question and answer and other methods and by activating the thinking of the listeners and learners, put them in the position of organizing their minds and make them understand the general structure of the concepts and expand their knowledge to finally lead to sustainable learning. Learning in this way is the same as in Anderson's classification [3] in two dimensions: knowledge [4] and cognitive process [5]

This classification is arranged in a hierarchy from objective to sensory and abstract matters and from simple to complex. In this perspective, lesson planning models are also set on multiple media in a regular and logical order and sequence, and the use of technology is used to better understand the content and concepts and produce knowledge. Also, several media are constantly placed next to the teacher and emphasize the knowledge and skills of the learners. A program developed using educational innovations and the focus of this program is the learners. It is clear that the learners are not left alone in this field, and especially in abstract subjects, especially mathematics, they consider themselves an effective and active element that their learning is continuous and a purposeful program organizes their knowledge and does not engage their minds in useless and imaginary issues. For this reason, they accompany the teacher and feel his role more strongly. 1-2) Statement of the problem: One of the important goals of the math lesson is to develop the mental abilities and intellectual order of the students. Therefore, the main purpose of math education is to develop the ability to understand and understand reasoning, to develop rational thinking and to create a method of reasoning and logical thinking, and to create intellectual creations and creativity. A question that is frequently asked by students, students and even teachers is why do we study mathematics? Or why is mathematics taught so much? Or why mathematics should be the attention of every student? Or basically, what is the role of mathematics in everyday life? Why are students not interested in this course? These are the reasons why so many researchers have researched in this field. In general, today, mathematics should be considered from the following aspects:

A- A tool: that is, from a practical point of view, the value and necessity of which is felt more and more day by day in today's societies.