JOURNAL OF EDUCATION IN BASIC SCIENCES
Year:2018 | Volume:4 | Issue:11 |Papers Count:6

Graphic organizers are a tool to help teachers and students in curriculum design, learning process and evaluation. These organizers are very diverse Such as: flowchart, mind map and concept map, network tree, spider map, fish bone map, cyclic map and etcetera. The use of various visual effects in graphic organizers leads to the connection between the two left and right hemispheres of the brain and therefore it has a significant effect on the teaching and learning process. In this paper, introducing three types of graphical organizers (flowchart, mind map and concept map), we will mention examples of their application in mathematics education.

In this article, the teaching of basic science in the contemporary period of Iran with the past century, especially the scientific flourishing of Iran, which coincided with the Middle Ages in Europe and the West, was compared and the educational strengths and weaknesses of these two periods were expressed. The first weakness in the field of science is the conservation of the scientific knowledge of old Iranian scientists. The weaknesses of contemporary educational models, which include the style of education (modularism), mere specialization, the partial view of science, and the lack of attention to physical concepts. These weaknesses have reduced the acceptance of scholars and enthusiasts from basic sciences, especially physics. The lack of mutual understanding between the purpose and the lack of exchange of information between basic science scientists and engineers has slowed the progress of industry and technology in the country. In this paper, we present these weaknesses and present proposed solutions.

The present study was conducted to evaluate the internal efficiency of the undergraduate curriculum of mathematics education at Farhangian University. This is a descriptive-survey study., 55 mathematical students and 7 faculty members in this field were studied as a statistical sample. The data gathering tool was a questionnaire. Validity (by the method of cluster analysis) and reliability (with a coefficient of 0. 82) were confirmed. Data were analyzed using spss software. According to the findings, the intrinsic effectiveness of the curriculum in mathematics education was acceptable from the viewpoint of students and professors of this field, but it was lower than the desirable level of adequacy. In addition, from the perspective of students, the elements of "time", "learning activities" and "goals" are in the best position compared to other elements of mathematics curriculum. While, from the viewpoint of the professors, the elements of "role of the master", "place" and "learning activities" are respectively better than other elements of the curriculum of mathematical education. However, it seems that rethinking and revising the curriculum of the masters' undergraduate degree is important and necessary in order to improve the quality of internal efficiency.

The present paper aims to study mathematics and professional education in the Netherlands, Norway and Canada. At present, students' progress in math is measured at least through two major international scales called Thames and Pisa (International Student Assessment Program). The results of these tests have brought about changes and revisions in the educational system of the participating countries in the field of math and professional training. Accordingly, in this article, we study the changes that result from the test results in mathematics and professional education in the Netherlands, Norway and Canada. The present paper aims to study mathematics and professional education in the Netherlands, Norway and Canada. At present, students' progress in math is measured at least through two major international scales called Thames and Pisa (International Student Assessment Program). The results of these tests have brought about changes and revisions in the educational system of the participating countries in the field of math and professional training. Accordingly, in this article, we study the changes that result from the test results in mathematics and professional education in the Netherlands, Norway and Canada.

Today, in most educational systems, textbooks are the main means of education, and the importance of textbooks in focused educational systems such as Iran, which determines and implements almost all educational factors based on their content, is more than other types of educational systems in Other countries, and teachers and students rely on and depend on books in teaching and learning activities. The less the content of textbooks will be to help create a suitable platform for fostering thought, it will, on the one hand, help the creation of powerful and innovative people, and, on the other hand, help maintain the independence, growth and prosperity of the community. One of the criteria of the country's chemistry curriculum for content organization is that the content provided in the textbook actively engages students in learning and provides an opportunity to present their views and ideas in the classroom. For this purpose, this paper analyzes the content of the text, images and activities of the first chapter of the first elementary school curriculum, based on the active and inactive content of the book, according to William Rumi's method.

The aim of this research is to analyze the content of the 11th Grade mathematics and statistics textbook from the aspect of how the content according to Bloom taxonomy of cognitive domains, concerns creativity, and analyzing considering the distribution of contextual problems. The research method is descriptive-survey content analysis and practical. The population of this research includes the content of the 11th Grade mathematics and statistics textbook. Sample size is the chapter of function. The results of the analysis show that the 11th Grade mathematics and statistics textbook emphasizes on convergent thinking and less attention has been on divergent thinking and evaluation. In the analysis section of activities, work in classes and exercises, based on Bloom’ s cognitive domain, it was determined that the level of application had the highest percentage of attention. But very low attention has been paid to high levels of cognitive domains. On the aspect of contextual problems, little attention has been paid to the relationship between mathematics and the real life.