Volume 19, Issue 90 (8-2020)                   علوم روانشناختی 2020, 19(90): 677-686 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

falahan Z, mahmodnia A, ghaedy Y, Zarghami S. Explanation of influence of the cognitive elements of philosophical research methods to improving the math problem solve training. علوم روانشناختی. 2020; 19 (90) :677-686
URL: http://psychologicalscience.ir/article-1-664-en.html
Abstract:   (291 Views)
Background: Mathematical problem-solving training has been the focus of previous research. But there is a research gap on the impact of the cognitive elements of philosophical research on improving mathematical problem solving education. Aims: To explain how cognitive elements of philosophical research can influence mathematical problem solving education. Method: This was a qualitative study. All texts containing the content of philosophical research as well as mathematical problem-solving instruction in the last two decades at home and abroad have been considered as discourses and in addition to the text of Polya and Schoenfield's books as the main and key works of mathematical problem-solving instruction. Sampling was done using the maximum diversity method to obtain all the usable codes. All found elements were coded and codes containing cognitive elements were extracted and analyzed. Data were analyzed using discourse analysis.
Results: Philosophical research methods include the use of cognitive factors. A variety of thinking skills, conceptual reasoning, inference, use of abstract concepts, deep understanding of the problem and its conditions and response conditions, rearrangement and modification of problem terms and elements are common philosophical and mathematical problem solving methods. Conclusions: Since cognitive skills can be learned and practiced, training and practicing them can improve mathematical problem solving training. Philosophical research, because of the widespread use of reasoning and the analysis of abstract concepts, has the potential to be used in the mathematics classroom.
Full-Text [PDF 403 kb]   (75 Downloads)    
Type of Study: Research | Subject: Special
Received: 2020/02/13 | Accepted: 2020/03/12 | Published: 2020/07/3

Add your comments about this article : Your username or Email:

Send email to the article author

© 2020 All Rights Reserved | Journal of psychologicalscience

Designed & Developed by : Yektaweb