نوع مقاله : مقاله پژوهشی
نویسندگان
1 مازندران ساری خیابان امیرمازندرانی، کوجه معلم کلایی. انتهای کوچه بن بست منزل پریچهره.
2 گروه مدیریت آموزشی، دانشگاه فرهنگیان
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to examine the effect of the teacher's deliberate error strategy, using an explicit approach, on enhancing sixth-grade students’ mathematics learning and critical thinking. Employing a quasi-experimental design (pretest-posttest with a control group) and a mixed-methods approach (quantitative and qualitative), the research was conducted in a public elementary school in Tehran during the 2024–2025 academic year. The study population included sixth-grade male students, from which two intact classes (each with 32 students) were non-randomly assigned to experimental and control groups. The experimental group received mathematics instruction based on the deliberate error strategy with an explicit focus over six 45-minute sessions, while the control group received traditional instruction. Data collection tools included a standardized academic achievement test and a researcher-developed performance checklist. Quantitative data were analyzed using independent t-tests and ANCOVA, and qualitative data were examined through directed content analysis. The qualitative codes, grounded in a theoretical framework, were organized into four main themes: enhanced accuracy in learning, strengthened scientific risk-taking, cognitive engagement and mathematical dialogue, and internalization of concepts through error analysis. These themes were confirmed through peer review with a Kappa coefficient of 0.85. Findings indicated that the experimental group showed a significant improvement in posttest scores (p < 0.001) and cognitive performance compared to the control group.
کلیدواژهها [English]
)