The purpose of the present study was to investigate the effect of generative Learning teaching based to pattern cognitive Load on the memorization math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative Learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative Learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization math. Based on the findings, it can be concluded that one of the effective training on math memorization students is the use of generative Learning on the based load cognitive pattern.

Background and Objectives: The purpose of this research was to investigate the effect of gamification-based test on exam anxiety, interest and Learning of mathematics lesson of the sixth grade of elementary school students.Methods: The method used in the current research was quasi-experimental with a pre-test and post-test design with a control group, and was applied in term of puropos. The statistical population in the present study included all the male students of the sixth grade of elementary school in Asadabad in the academic year of 2021-2022. Among these, two classes of 17 students were selected through convinience sampling method and were randomly assigned to two experimental and control groups. During eight training sessions, after the end of each session and the teacher's training in the virtual classroom, the test was conducted normally for the control group, but for the experimental group, the test was conducted as gamification. In this way, questions were designed based on the content and topics that were taught in each session and uploaded to the Kahoot platform. After the end of each session, the teacher provided the link to the students, the students entered Kahoot and answered the questions. While answering the questions, they could see their status compared to other students. Students chose avatars and competed with others in an attractive and multimedia environment. Also, the teacher shared the leader board after the exam in the Shad software and the names of the best ones were recorded. In order to collect data, Abolghasmi et al.'s exam anxiety questionnaire, Nemati's math interest questionnaire and a researcher-made Learning test were applied. In order to determine the validity of the form and content of the test, the opinions of 12 subject expert teachers were used. For content validity, CVR indices were used, and these values were checked in each question and they were greater than 0.7; so, the content validity of the test was also confirmed. The reliability of the math Learning test in the study was obtained using the Kuder-Richardson method, 0.81, which indicated the appropriate reliability of this test. In order to collect data, Abolghasemi et al.'s test anxiety questionnaire, Nemati's math interest questionnaire, and the researcher's Learning test were used. Data were analyzed using analysis of covarianceResults: The results of covariance analysis showed that the experimental intervention could not significantly reduce the exam anxiety, or increase interest in mathematics and the Learning rate of experimental group students (P<0.05).Conclusion: According to the results, it can be argued that there is stress and anxiety in the nature of tests and these variables are influenced by various cultural, family and environmental factors, and changing the test process using gamification had no significant effect on the variables of test anxiety, interest in mathematics and learn math. On the other hand, due to lack of internal systems related to gamification, the well-known international system of Kahoot was used, which may be one of the reasons for its lack of effectiveness due to its incompatibility with some cultural components. According to the results of the research, applying the principles of gamification in tests at the elementary level needs to examine different aspects and dimensions that future researches can pay attention to.

The purpose of this research was to investigate the effect of integrated education on Learning math lessons in students in multigrade classes. The statistical population of this research included the students of multigrade classes in Boyer Ahmad city in the academic year of 2020-2021, of whom 18 students in two classes were selected as the sample, and were randomly divided into an experimental and a control group. The data collection tool was a researcher-made test, whose validity was confirmed by experts, and whose reliability was confirmed by examiner’s reliability index. The research design was a quantitative approach of a quasi-experimental type with a pre-test, post-test and follow-up plan with a control group, during which the effect of the independent variable (integrated education) on the dependent variable of the research in students of multigrade classes was investigated. The results showed that integrated education increased math Learning in students of multigrade classes. In addition, the effect of integrated education in increasing math Learning in students of multigrade classes remained stable over time. Introduction math lessons are a basic skill which requires student’s understanding of mathematical concepts and their ability to solve problems according to what they understand. This problem is solved by using integrated Learning (Karma, Dharma and Sentiana, 2019). Integrated education is one of the measures that can transform the traditional educational model and help improve the quality and relevance of teaching and Learning (Jiondshez et al., 2021). Integration means an effort to create relevance, connection and finally integration in students' Learning experiences, and the use of this model in multigrade classes allows the teacher to advance teaching-Learning process with greater speed and better quality. Some of the research in the field of integrated education in regular classes are mentioned here. The results of Hashemzadeh's research (2017) showed that the implementation of an integrated curriculum increases the academic progress score of math, science, social studies, Persian literature and art courses in the three cognitive, emotional, and psychomotor dimensions in students in the experimental group. Furthermore, Aftab-Savar and Momeni (2013) reported the effect of an integrated approach in the curriculum on motivation, self-efficacy and academic progress of students. Jafari Thani and Ghorbani (2008) also state that integration and organization of the content of the seventh grade science book on the subject of heat significantly affected students’ level of knowledge, ability to understand, application of the course material and social development. Chellani (2014) concluded that an integrated approach is an effective model for improving students' performance throughout the Learning process. Integrated education increases deep Learning and facilitates students' achievement of educational goals (Walsh et al., 2016). This research seeks to answer this question: Does integrated education have an effect on Learning math lessons in students in multigrade classes? Methodology This research is an applied quasi-experimental quantitative study with a pre-test, post-test and follow-up design with a control group, during which the effect of the independent variable on the dependent variable was studied students in multigrade classes. There are 273 multigrade schools in Boyer Ahmad city, 143 of which include students from the second to the fifth grades. Of these 143 schools, 18 schools had the target population. Therefore, a sample of 36 students was selected from two schools. A researcher-made test of the ability to solve math problems was administered with 32 descriptive questions in three stages: pre-test, post-test and follow-up—forty days after completion of the intervention. From among the questions, 32 with a high distinguishing power and medium difficulty level were selected. Experts confirmed the validity of this test. To this end, two subject experts, two curriculum planning specialists and two expert teachers confirmed the face and content validity of the test after the modifications. To determine the reliability of the researcher-made test, examiner’s reliability index was used. The intra-examiner coefficient for the subject of graphs was 0. 92, 0. 88, 0. 86 and 0. 89 and 0. 94, 0. 81, 0. 89 and 0. 90 for the subject of fractions in the second to the fifth grades respectively. In the intervention phase, integrated education was delivered by compiling an educational package based on the second to the fifth elementary math textbooks, and pre-tests and post-tests were designed accordingly. One of the expert teachers of multigrade classes was used to implement the educational package. The intervention included 10 sessions of 60 minutes held once a week. Results In order to answer the main research question of whether integrated teaching is effective on Learning math lessons in students in multigrade classes, repeated measures ANOVA was used. Repeated measures ANOVA was used in the research because we had general dependent variable (including two sub-variables) and three stages (pre-test, post-test and follow-up). The scores for all the integrated training showed an increase from pre-test to post-test and from pre-test to follow-up in the experimental group. However, the control group did not show a significant change. The second question: Do different integrated training methods have different effects on facilitating solving math problems? It can be concluded that integrated education effectively improved the scores of students' math problems in multigrade classes. Discussion and conclusion The purpose of the present study was to investigate the effect of integrated education on Learning math lessons in students in multigrade classes. The results showed that integrated education was effective on students' math Learning, which is in line with the research results of Smith and Lord (2010), Jafari Thani and Ghorbani (2018), Chellani (2014), Aftab Sovar and Mehmoi Momeni (2013), Rivdin, Johnson and Walsh (2016), Zarei Zawarki and Tofani Nejad (2011), Hashemzadeh (2017), Noor and Poonamasori (2019), Wash et al. (2019). Implications and suggestions: Teaching two grades with similar subjects should be the basis of teacher’s education and after teaching, they should discuss the effects of integrated education with their students, and identify its strengths and weaknesses. Theoretical foundations and practical points of integrated education should be taught in in-service courses for teachers and at Farhangian University. Limitations: One of the limitations of the present research is that it focused on math lessons, therefore, its results should be generalized to other subjects with caution.

This research aims to design a curriculum in the flipped classroom in elementary math courses based on the synthesis research method. The statistical population included all valid scientific papers regarding the flipped classroom. A total of 120 scientific papers were identified based on inclusion criteria, and finally, 60 research papers were selected based on exclusion criteria for final analysis. A researcher-made worksheet was used to collect, report, and record the information of the initial research. Findings were analyzed using Marsh’s seven-step model of synthesis research and open and axial coding methods. The results indicated that the flipped classroom in an elementary math course is a student-centered program that creates different roles and responsibilities for the learner, teacher, and knowledge.

Background & Objectives: An effective method in teaching different concepts to students with Learning disabilities is applying reverse Learning methods in education, i. e., of vital importance. The present study aimed to investigate the effect of reverse Learning on academic self– efficacy and Learning math lessons in students with Learning disabilities. Methods: This was a quasi– experimental study with a pretest– posttest and a control group design. The statistical population of the study included all female high– school students (seventh grade) in Kermanshah City, Iran, in the academic year of 2017– 2018. The study sample consisted of 50 students who were selected by a multistage cluster random sampling method and were randomly allocated into two groups of 25 people. Data collection tools consisted of McIlroy and Bunting (2001) Academic Self– Efficacy Scale (ASES) to measure academic self– efficacy and a researcher– made math test. The obtained data were analyzed at a significance level of α =0. 05 in SPSS using descriptive and inferential statistics, including Multivariate Analysis of Covariance (MANCOVA). Academic Self– Efficacy Scale consists of 10 items, with answers ranging from totally disagree with (grade 7) to completely disagree using a 7– point Likert– type scale (Score 1). The questions 5, 6, and 9 are scored in reverse, i. e., the entire opposite option (grade 7) and the option “ I totally agree” (score 1). Therefore, the scores of this questionnaire range from 10 to 70, and the higher scores indicate greater academic self– esteem. The scale’ s validity was verified through content and face validity tests and using the opinions of the experts of the relevant field. To collect the required data, 20 questionnaires were used by teacher– made mathematical Learning. This assay was based on Learning the lessons of pages 1– 68 of the 7th– grade math book using CDs, flashes, and educational software. The questionnaire was developed through content and face validity methods and using 5 experts’ opinions. The field of study has been reviewed and approved. The design of the reverse Learning class included the instruction in mathematics based on the following headings (reversed in 8 sessions in the experimental group and the conventional methods were implemented for the control group). After 8 sessions, a questionnaire on academic empowerment Learning was performed as a posttest survey. Then, the mean posttest score was compared with the pretest one. Results: The MANCOVA results indicated a significant difference between the experimental and control groups by controlling the pretest effect and considering the corrected Alfa (0. 525) in academic self– efficacy (p<0. 001). Additionally, this difference was significant in Learning the mathematical course (p<0. 001). The mean scores comparison also suggested that the scores of academic and math self– efficacy of the experimental group significantly increased at the posttest. In other words, reverse Learning was effective in Learning self– efficacy and Learning mathematical lessons in students with Learning disabilities. Thus, about 39. 8% of the academic self– efficacy and 18. 1% of Learning math student groups were affected by reverse Learning. Conclusion: The present study findings indicated that reverse Learning was effective in academic self– efficacy and Learning of math lessons in students with Learning disabilities.

Background: The existing research in this field indicates that there has been insufficient investigation into the life experiences of sixth-grade teachers and students concerning the qualitative values of mathematics lessons. Furthermore, there is a noticeable gap in the development of a scale for assessing teaching skills in the qualitative evaluation of mathematics lessons. This highlights the need for comprehensive studies that explore the lived experiences of both teachers and students in the context of qualitative values within mathematics education, along with the design of an effective scale to assess teaching skills in the qualitative evaluation of mathematics lessons. Aims: The purpose of this research was to investigate the lived experiences of sixth grade teachers and students of the qualitative value of math lessons. Methods: The current research was applied in terms of purpose and qualitative in terms of method and based on phenomenological strategy. The participants of this research were sixth grade teachers and students who were selected by purposive sampling. The tool used in this research was a semi-structured interview. In order to analyze the data, the coding method was used. Results: the results showed that the interviewees suffered from disadvantages such as lack of belief in qualitative evaluation, teachers' lack of knowledge about the philosophy of qualitative evaluation, the spirit of evaluation not being governed, and the inability of students to measure by themselves., the growth of teachers in the evaluation system has been mentioned a little. Also, teachers suffer from harms such as the reduction of healthy competition, children's insensitivity to lessons, low motivation, and lack of proper infrastructure, carelessness, students not studying, lack of enthusiasm and attractiveness in teachers, and the inability to cover weaknesses in evaluation. Qualitatively pointed out. Conclusion: The aim of the current research was to investigate the lived experiences of sixth grade teachers and students of the qualitative evaluation of mathematics lessons, to design a scale of teacher skills in the qualitative evaluation of mathematics lessons. The results of data analysis showed that from the teachers' point of view, 23 main categories and 60 sub-categories, and from the students' point of view, 21 main categories and 42 sub-categories were identified as necessary factors and components and obstacles and challenges for the implementation of qualitative evaluation.

This research aimed to compar the effectiveness of direct math education and play therapy on special math Learning disorder and math motivation. The method of this research is semi-experimental, pre-test -post-test with a control group. The statistical population was the students of the second district in Sanandaj and the statistical sample was 45 people who were selected in a purposeful way and randomly placed in three groups of 15 people. To collect data, the Wechsler test, Tabrizi et al’s academic performance test (2021) and Nemati’s math motivation (2010) were used. The data were analyzed at two descriptive and inferential levels using SPSS software. The findings showed that direct mathematics education and play therapy were effective with 95% certainty on special mathematical Learning disorders. Also the findings from multivariate covariance analysis to investigate the role of direct mathematics education and play therapy on mathematical motivation shows the influence of independent variables on dependent variables. There was no difference between the effects of direct math education and play therapy on specific math Learning disorder. Regarding the effectiveness of direct math education and play therapy on math motivation, there was a difference and the effectiveness of direct education was more than play therapy.

In this study, relying on self-concept and cognitive/social perspectives, the effects of math self-comcept, Learning motivation, prior math achievement, and gender on math achievement were investigated, using path analysis method. To conduct the study, 304 freshman high school students, 152 boys and 152 girls, from School District #6 of Tehran completed a mathematics self-concept and a math motivation scale. Further, to gather data to determine the level of participants' math achievement, their math scores of the first semester of the academic year 1382-83/2003-2004 were obtained. Participants' math scores of their previous year were collected to serve as a measure of their prior math performance. The findings derived from the overall path analysis method showed that math self-concept is a stronger predictor of math achievement compared to prior math performance, math Learning motivation, and gender. Scrutiny of the direct effects of the variables showed that prior math performance has a very strong effect on math self-concept. This effect is almost equal to that of math self-concept upon math achievement. This draws attention to the reciprocal role of self-concept in teaching mathematics.