JOURNAL OF EDUCATION IN BASIC SCIENCES
Year:2018 | Volume:4 | Issue:12 |Papers Count:6

Mathematics is a methodical application of matter. it is so said because the subject makes a man methodical or systematic. mathematics makes our life orderly and prevents choas. Certain qualities that are nurtured by mathematics are power of reasoning, creativity, abstract or spatial thinking, critical thinking, problem solving ability and even effective communication skills. Elemantary education is a very important course and training of specialist professional teachers of this period is also more important. InThis artical, by reviewing the parts of the book written by a group of writers led by J. L Martin and Mrs Shahriari translation, we are looking to answer this question; to what extent this book could be a useful resource for the lessons of mathematical education, elementary students in the Farhangian University. to do this, we will review some parts of the book and provide suggestions. our aim in this study is to investigate and apply some of the changes in the book to be a good source for the lessons of math education in elementary education.

In the process of teaching-school math learning there are obstacles to knowing and diminishing them as a major concern for educators. One of these obstacles is students' math misunderstanding that requires investigation and rooting. Inequalities are the basic concepts in various mathematical topics and topics and have many applications in everyday life. This topic is a challenging topic. Students' written tests show that students are being misunderstood in this regard. The existence of these misunderstandings influences the learning of unbalanced topics. The purpose of this article is to investigate some of the misunderstandings of the 9th grade students in the subject of inequalities. In this research, these misconceptions are investigated and then appropriate teaching methods are suggested to reduce these misunderstandings. The proposed teaching methods are implemented in the classroom and, ultimately, the assessment results from the students indicate that these methods have been largely successful. In the process of teaching-school math learning there are obstacles to knowing and diminishing them as a major concern for educators. One of these obstacles is students' math misunderstanding that requires investigation and rooting.

This paper introduces the flipped learning method and its advantages over traditional and conventional methods in physics education and labs, and presents significant points in holding the flipped class by employing students' skills in the presence of cyberspace. The best effect of this method is increasing the students' motivation and deep learning with replacing between teaching and discussion on educational content position. This paper introduces the flipped learning method and its advantages over traditional and conventional methods in physics education and labs, and presents significant points in holding the flipped class by employing students' skills in the presence of cyberspace. The best effect of this method is increasing the students' motivation and deep learning with replacing between teaching and discussion on educational content position. This paper introduces the flipped learning method and its advantages over traditional and conventional methods in physics education and labs, and presents significant points in holding the flipped class by employing students' skills in the presence of cyberspace. The best effect of this method is increasing the students' motivation and deep learning with replacing between teaching and discussion on educational content position.

The present research was conducted with the aim to study the performance of 8th grade students while solving word problems of linear equation emphasizing on Nowman error analysis. . In this research, descriptive-survey method was used, of quantitative type. The statistical universe consisted of 250 girl and boy students studying in Khalkhal school, from which 152 students were selected through two-stage cluster sampling technique and using Cookran's formula. The research instrument consisted of 6 researcher-made questions in addition to interviewing. The validity of questions was confirmed through CVI technique while its reliability was confirmed by employing Cronbach's technique. Research results indicated that the students in both groups (boys and girls) have trifle knowledge in solving word problems of linear equation. They made several mistakes while solving the problems, the highest of which in both groups belonged to reading and under sting of the proems respectively with %69 in boys and %77 in girls. Also independent t-test showed that most of students don't understand the basic terms used to solve such problems and as a result most of them are unable to understand the problems.

Abstract: The integration of fluid with optics has long been recognized for researchers. For example, Liquid telescope mirrors and optical waveguides with liquid core have been developed for more than a hundred years ago. To day, Optofluidics is an emerging area of research that integrates nanophotonics with microfluids onto the same platform. The unique properties of fluids in micro and nano scale can be exploited to design new optical devices. With optofluidics idea, several optical devices including optical and microfluidics elements can be inteagrted on a single chip. The most optical components shus as light soures, lens, waveguides and optical sensors which previously were separately made at now these elemntes can be integrated in the same platform, known as ‘ lab-on-a-chip’ . For instance, in photonic crystals and micro-structure photonic crystal fibers, the tunable and reconfigurable devices such as the slow-light photonic crystal waveguide, optical filters, optical switches and optical sensors can be directly created by infiltration of fluid into selected air holes and localy precise control it.

Over the past few years, with the gathering of teacher training centers around the country and the establishment of Farhangian University, it is necessary for physics student-teachers to become familiar with new teaching methods and the views of the experts in the field of knowledge required by teachers. On the other hand, the designing and teaching of each subject is a very complex cognitive activity that the teacher needs to apply to different areas of knowledge. As a result, Teachers with differentiated and integrated knowledge will have greater ability than those whose knowledge is limited and fragmented, to plan and enact lessons that help students develop deep and integrated understandings. This knowledge is required by teachers as subject-educational knowledge. In this paper, the distinct elements of the model of Mr. Magnusson in relation to the pedagogical content knowledge of teachers are examined. Particularly, the relationship of these components to the knowledge required of physics teachers is also detailed.