Document Type : Research Paper
Authors
1 دانشجوی دکتری برنامه ریزی درسی، گروه مطالعات برنامه درسی، دانشگاه علوم تحقیقات، تهران، ایران.
2 استادیار گروه آموزش و پرورش، دانشگاه علامه طباطبائی، تهران، ایران
3 استادیارگروه علوم تربیتی، دانشکده تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی،تهران، ایرانDr
Abstract
The present study aims to identify and explain the perceptions of secondary school students in Iran regarding mathematics education. This research was conducted using a qualitative approach, specifically through semi-structured phenomenological interviews, until theoretical saturation was reached. The study field consists of secondary school students in Iran, from whom ten participants were selected through purposive criterion-based sampling. Data analysis was performed using the Moustakas method. After analyzing the data, 331 concepts, 61 themes, and 31 descriptive codes were identified, leading to the extraction of 11 structural codes in response to the four research questions. The extracted structural codes include: perception based on the nature of mathematics, perception from the perspective of the teacher, perception concerning the textbook, perception in relation to university entrance exams, values in teacher characteristics, values in student characteristics, values in the responsibilities of the Ministry of Education, teaching methods (competency in teaching), evaluation and problem-solving (observance of students' rights and mastery over exercises), teacher behavior (professional teacher), and student behavior (students' ethical conduct).
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