Research in Mathematics Education
Year:2020 | Volume:1 | Issue:1|Papers Count:6

Studies show that assessment systems, especially the dynamic one, have a special position in education and as a new approach having an influential role in educational system improves the quality of teaching. The purpose of this study is to assess students' ability to apply a derivative theorem to solve a mathematical problem through pencil-paper assessment and dynamic feedback-based assessment. The assessment question was designed based on the model of Mejia Ramos et al. (2011). Thirty-five state university students of an eastern Iranian universities voluntarily took part in the study. The results show that most of the students did not have a successful performance in pencil-paper assessment while applying the theorem to solve the problem and their performance in dynamic assessment was better than pencil-paper assessment. Some students taken part in interview process believed that receiving feedback in the way of dynamic assessment was more effective on how they performed, and this type of assessment also had a learning aspect for them. Therefore, based on the findings of the present study, it can be claimed that, dynamic assessment had the potentiality to assess students' ability and effective education to improve their performance in relation to the subject. Furthermore, it is suggested that comparing other concepts in mathematics, should be examined the effectiveness of dynamic assessment in the learners' performance.

This article aims at examining team work and its components on learning mathematics in junior high school students. Having this in mind, based upon the existing literature, the present study has been conducted taking the purpose and descriptive-survey research method. All off the Iranian junior high school students have been considered as the potential population of the study. Four thousand and ninety hundred and ninety-nine junior high school students were selected as the participants of the study, all from Tehran, The 8 educational district. Considering Morgan table, three hundred and fifty-one students were selected based on cluster sampling. The standard questionnaire of Stephen participatory learning and cantaloupe learning was used to gather the data necessary for the study. Data analysis was performed using were analyzed through SPSS. The results showed that the effect of group dynamics variables on junior high school students' math learning is significant and direct. Furthermore, the results showed that, there is significant difference between the students' math learning before and after the treatment. They also showed that the effect of team feedback variable on high school students' math learning is significant and direct.

The National Curriculum (N. C) emphasizes the role and applying the modeling schools' mathematical curriculum. The introduction of new mathematical textbooks, in their preface, informs the teachers that the book has been compiled following the (N. C). The main purpose of this study was to analyze the content of newly published junior and senior secondary mathematical textbooks upon Rafi pour's theoretical framework who classified mathematics problems concerning the real world. There are five categories in this theoretical frame as what follows; "no context", "irrational circuit", "field independent circuit", "standard application", and "modeling". The exercises in each section were defined as a unit of analysis. The results of the study showed that none of the units fall into the category of "irrational circuit" and "modeling". Most of the units belong to the category "no context". The least of the units belong to the category of the matters relate to "context-independent contextualize". Between these mathematical textbooks, grade 9 math textbook had most units which classified as no context. Indeed, in this textbook, connection to real-world had little importance, while grade 10 math textbook had most units which classified as "standard application". Indeed, in the grade 10 math textbook, connection to the real-world was important. Finally, upon the results of the study, it is recommended to adopt ideas from real life to put modeling activities in school mathematical textbooks.

One of the most fascinating achievements of mathematical reform is the key role of the teacher in changing the curriculum. Recent attempts to change the school math curriculum rediscover that old lesson: the teacher is the key to change. As a result, when teachers are confronted with arguments against curriculum change, it is important for them to analyze and discuss the proposed changes. The aim of this study is to investigate the changes in the mathematical curriculum in elementary course and the reasons for changing the textbooks of this course. A qualitative approach was used to conduct this research based on which interviews and content analysis were used to collect the required data. The participants of this study were 10 experienced teachers in elementary mathematical pedagogical curriculum, who answered the following three research questions; "what are the reasons for changing the new elementary school math curriculum? " "What are the approaches to this program and indicators of change in elementary school textbooks? ", and "How do teachers react to this program and how successful are they in this program? "

This study addresses the effects of self-efficacy " class-based Strategies increase in self-efficacy in mathematics and mathematical performance of students. The potential population of the study incudes all the female junior high school students in Ahwaz. Sampling involves random selection of 24 high schools. The participants were divided into two experimental and control groups. and put them to the test and control groups. The target students (with low mathematics self-efficacy) were selected on the basis of mathematical self-efficacy scale. The instruments used in this study are as what follows; mathematics self-efficacy questionnaire (Johnson, 2008), self-efficacy Mathematics (Middleton and Midgley, 1997), Teacher self-efficacy questionnaire (Schwarzer et al., 1999) and math teacher made tests. Also, before the intervention, the experimental group and a control group Mathematics teacher, students were graded in terms of mathematical ability. The study is an experimental field. The experimental group of teachers' self-efficacy strategies "were given 12 sessions of treatment. After completing the course, the teachers, the strategies of self-efficacy were employed in the classroom for 2 months. Students in two stages (pre-test and post-test) were evaluated. Hierarchical linear modeling method of statistical analysis (HLM) was used. The results showed that the intervention is to increase the efficacy of mathematics and mathematical performance of students. Also, after controlling for the significant effects of the intervention, post-test among different classes. According to experimental mathematics teachers' viewpoints, strategies, self-efficacy proved to be very useful and they were new.

The purpose of the present study was to investigate the performance and identify the inconsistency between the method and the answer in mathematical questions in different content areas. The method was a descriptive-survey study. The sample consisted of 957 students (509 boys, 448 girls) from the fourth grade of primary schools in Semnan, who were selected through multi-stage sampling. The tool was a researcher-made math achievement test. Findings showed that in three dimensions of knowledge, understanding and application of boys' performance was significantly superior to girls. At the level of knowledge in all content areas of number writing, line, angle, geometric shapes, division, symmetry, perimeter and area of polygons, divisibility, height and peer-to-peer, except for boys' performance capacity, was superior to girls, but at the level of understanding And understanding in the content areas of number writing, capacity, multiplication of boys were superior to girls. Also, at the level of application in the content areas of number writing, calligraphy, addition and subtraction properties, division, capacity, multiplication, perimeter and area of polygons, divisibility and height and similar rule in boys' performance were superior to girls. In 40% of the content areas, the percentage of students who responded incorrectly with the correct way was at least in two items more than 50%. It can be concluded that functional and analytical activities are necessary for students' intellectual development and increase their thinking and problem solving skills. Using metacognitive strategies to reduce the inconsistency of the method-response can be an effective strategy.