اثربخشی آموزش فلسفه برای کودکان بر عملکرد ریاضی و خودکارآمدی ریاضی و کاهش اضطراب ریاضی دانش‌آموزان دارای اختلال یادگیری ریاضی

پژوهش حاضر با هدف بررسی اثربخشی آموزش فلسفه برایکودکان بر بهبود عملکرد ریاضی، خودکارآمدی ریاضی و کاهش اضطراب ریاضی دانش‌آموزان دارای اختلالات یادگیری ریاضی انجام شد. روش پژوهش از نوع نیمه آزمایشی و با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش کلیه دانش‌آموزان دارای اختلال ریاضی مراکز اختلالات یادگیری شهر مشهد بود. از این جامعه 16 دانش‌آموز دارای اختلالات یادگیری ریاضی به روش نمونه‌گیری در دسترس انتخاب شدند. سپس به صورت تصادفی در دو گروه (8 نفری گروه آزمایش و گروه گواه) گمارده شدند. ابزار جمع‌آوری اطلاعات پرسشنامه کی‌مت(کانولی،1988)، اضطراب ریاضی برای کودکان(چیو و هنری،1998) و خودکارآمدی ریاضی(پوراقدام و بهرنگی، 1388) بود. گروه آزمایش به مدت  12جلسه 30 دقیقه ای و به صورت گروهی تحت آموزش قرار گرفتند. داده‌ها با استفاده از تحلیل کوواریانس تک متغیری و چند متغیری تجزیه و تحلیل شدند. نتایج نشان داد آموزش فلسفه برای کودکان با توسعه مهارت‌های تفکر سطح بالا موجب بهبود عملکرد ریاضی و بهبود خودکارآمدی ریاضی شده و کاهش اضطراب ریاضی در دانش‌آموزان دارای اختلال ریاضی را در پی دارد.

the effectiveness of teaching philosophy for children on math performance and math self-efficacy and reducing math anxiety of students with math learning disorders

the present study was conducted with the aim of  investigating the effectiveness of teaching philosophy to children on improving math performance  and math self-efficacy and reducing math anxiety of students with math learning disorders.  the research method was semi-experimental with a pre-test-post-test design with a control group.  abstract statistical population: the study was all students with math disorders in learning disorders centers in mashhad.  from this community, 16 students with math learning disorders were selected by available sampling method and the math test was taken from them as a pre-test.  then they were randomly assigned to two groups (8 people in the experimental group and the control group).  the tool for collecting information was keymath questionnaire, math anxiety for children and math self-efficacy.  the experimental group was trained in groups for 12 sessions of 30 minutes.  data were analyzed using univariate and multivariate analysis of covariance.  the results showed that teaching  philosophy to children has led to a significant difference between groups in math self-efficacy, math anxiety and improving math performance in students with math disorders.keyword: teaching  philosophy to children, math self-efficacy, math anxiety, math disordersintroductionlearning disorders are a group of neurodevelopmental disorders that have genetic, cognitive, and environmental origins and mean having problems in one or more areas of learning even with normal intelligence. the inability to apply numerical concepts in quantitative calculations and understand the relationships of numbers is called a mathematical disorder. these students are deficient in math-related skills such as understanding math problems, understanding math operational terms. failure to succeed in math causes tension and anxiety in them. also, research shows that students with math disorders have low math self-efficacy due to weak cognitive abilities and a lack of high-level thinking skills. lipman developed a program p4c to strengthen these skills. this program teaches the child how to think and leads to the improvement of the ability to reason, and logic improving analytical ability, reasoning evaluation, and cognitive skills leads to improved math performance. based on this, the effect of the program p4c on improving math performance, reducing math anxiety, and math self-efficacy of students with math learning disorders should be investigated.materials methodsthe research method is semi-experimental with a pre-test-post-test design with a control group. the sample consisted of 16 female students with math learning disorders in the second year of the beginning of mashhad, who were randomly assigned to two experimental and control groups. the experimental group was trained for 12 sessions and received stories aimed at improving reasoning and strengthening cognitive functions. the tool for collecting information was keymath questionnaire, math anxiety for children (behrangy)and math self-efficacy(chio). the data were analyzed using univariate and multivariate covariance analysis.discussion resultthe findings of the research showed that teaching philosophy to children (fbc) has a positive, direct and increasing effect on the variables of math performance and math self-efficacy of students with math learning disorders, and using fbc education improves math performance and increases math self-efficacy in these students. also, the application of teaching philosophy to children has reduced the math anxiety of students with math disorders. learning disorders are characterized by persistent problems in learning academic skills related to reading, writing, and mathematics. the inability to know how to apply numerical concepts in quantitative calculations and understand the relationships of numbers in students with natural intelligence is called &dyscalculia&.the existence of a problem in cognitive abilities is one of the causes of this type of disorder, which leads to a drop in the academic performance of students, despite continuous math exercises, concrete academic success is not achieved, and students do not enjoy learning math and suffer double academic failure. continuous decline leads to blaming students, poor self-concept, and lower self-esteem, and it leads to math anxiety and low math self-efficacy. educational methods that lead to the growth and strengthening of cognitive abilities and thinking skills in students help in solving learning problems. the difficulties in math in children with math disorders are often related to the use of ineffective and immature thinking strategies incorrect cognitive processing and lack of skill in applying high-level thinking skills. one of the most important cognitive skills is high-level thinking. lippman developed a program called philosophy for children to strengthen cognitive abilities and high-level thinking. teaching high-level thinking improves students’ logical mathematical intelligence, and ability to solve problems and perform mathematical operations. improving the thinking abilities of students with math learning disorders increases the students’ math learning skills and improves their math performance, which can also reduce their math anxiety. also, when students gain successful experiences, their self-efficacy improves. in fact, a student who learns to think and solve problems, by realizing his abilities in mathematics, has a sense of self-confidence. therefore, using the p4c educational program along with other methods, and providing thinking-oriented programs and solutions to improve metacognition, facilitated the process of improving math disorderconclusiontherefore, using the p4c educational program along with other methods, and providing thinking-oriented programs and solutions to improve metacognition, facilitated the process of improving math disorder. based on this, it is suggested that high-level thinking training be included in school education. because solutions to improve thinking skills will strengthen students’ active memory. active memory plays an effective role in improving the ability of processing, decoding and cognitive reasoning and thus improving academic performance in students with learning disabilities.