当宗教与数学相遇:少数民族学生从数学焦虑到数学幸福

A. M. Diponegoro, I. Khalil, Rully Charitas Indra Prahmana
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引用次数: 0

摘要

积极心理学的使命是缓解消极情绪,同时增强积极情绪,从而影响学生参与课堂学习活动,包括数学学习。本研究以分数和数字运算为背景,阐明了伊斯兰教义框架下的现实数学教育(RME)方法,特别是继承法和慈善。其目的是缓解数学焦虑(一种普遍存在的负面情绪),提高数学学习过程中的幸福感。这项研究借鉴了积极心理学中的流动理论,通过设计具有适当挑战性的问题,努力优化数学学习的幸福感。本研究采用描述性定性方法,重点关注居住在荷兰阿姆斯特丹 Uithoorn 的一位印度尼西亚母亲和她十岁的儿子,他们在种族和身份上属于少数群体,宗教是他们生活的一个重要方面。数据收集包括观察、访谈、测试和记录,分析则采用数据缩减、呈现、三角测量和验证技术。研究以社会宗教问题为背景,利用 RME 的特点之一,如遗产分割,设计数学挑战。研究结果表明,从数学焦虑到数学幸福感的明显转变,表现为学习数学的热情和开朗程度的提高,尤其是母亲。值得注意的转变包括参与度提高、对老师做出大方的手势以及经常微笑,这与之前在学习过程中出现的数学焦虑形成了鲜明对比。此外,研究结果表明,RME 有助于理解数学概念,并促进少数群体对数学与伊斯兰生活之间相互关系的理解,详见本文。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student
The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.
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