The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

The aim of this study was to analyze the experiences of teachers in the implementation of art curriculum in the context of virtual education in the first elementary school. For this purpose, qualitative research method with phenomenological approach was used. Participants in the study included first grade elementary school teachers in the academic year 1399-1400 .which reached a theoretical saturation by purposive sampling with 11 people. The research tool was a semi-structured interview. The data obtained from the interview were extracted by inductive content analysis method and using open coding technique in concept sections, subcategories and main categories. The most important categories extracted included new goals, creative assignments, new teaching methods, use of various games, art education websites, audio file (storytelling). Also, the most important benefits extracted included the use of various resources and materials in education, appropriate and optimal use of teaching time, more teacher communication with individual students.

The purpose of this study is to design a formal and experienced curriculum model for sixth grade elementary mathematics course. In this study, through literature review and exploratory interview, to identify the components of formal and experienced curriculum for sixth grade elementary mathematics course through analysis The theme and content analysis method (analysis unit coding, categories and registration unit) were discussed. For field interviews, formal curriculum research participants include curriculum faculty members and math faculty members, top math instructors, math curriculum planners, and researchers in the field of curriculum planning education familiar with math and curriculum education. They were curricula, and in terms of the curriculum experienced, the community includes experienced and specialized teachers in the sixth grade of elementary school. To analyze the data, continuous comparison method was performed during three stages of open, axial and selective coding using MaxiCode software of Pro version. Data analysis showed that the components of the formal curriculum in both practical and rational dimensions include problem solving, creativity, activities, intellectual skills and comprehension and reasoning,And the components of the curriculum experienced in both theoretical and practical dimensions including problem solving approach, purposeful teaching, teaching principles, practical teaching, research-based teaching method, exploratory teaching method, teaching in departments, modern teaching method and method Teaching is motivating. The results of the present study can be a good guide for the planners of the sixth-grade elementary mathematics curriculum to determine the educational topics.

The main purpose of this research is to determine the influence of teaching methods based on Constructivism in math class in guidance course. The detailed purposes of this research are comparison of the aforementioned theory with the traditional method of teaching, skills of solving problems and educational progress in math. The experimental group includes 46 girls studying in Farzanegan school (gifted student) in two classes all in grade one. Method of research is a Quasi-experimental one accompanied by pre-test and post-test with control group. In experimental group teaching math by teaching method based on Constructivism has been presented in a term, and at the same time, the control group has been taught by traditional methods. For examining the differences between these groups and comparing their marks, before and after the intervention the statistical T-test of dependent group and T-pair test were used. The research findings reveal that skill of problem solving and educational progress of the experimental group, taught by Constructivism are better than the other group. Also, the progress of experimental students great point average in terms of learning main concepts and knowledge of math get more than the progress of under control students, and this progress statistically make a sense.

This goal of the present research was to study the effect of ICT on self-efficacy and motivation of first-year girl high school student in mathematics in Izeh. The research method was quasi–experimental one. Fourty (40) first-year girl high school students were selected through multi-stage cluster random sampling method and were randomly divided into control and experimental groups. The instruments used for data-gathering were Matthias Jerusalem and Schwarzer Ralph self-efficacy questionnaire, Valrand motivational questionnaire for pretest and post-test, and follow-up one. The experimental group was taught mathematics electronically through multimedia-software for 9 weeks, and the control group was taught traditionally, through teacher- based instruction. Both groups were tested in terms of self-efficacy and academic motivation after the training. Re-test was performed two months after the training. By the use of repeated measures, the results showed that there was a significant difference between two groups based on their academic motivation and self-efficacy. The experimental group had better performance in both tests than control group. The results also revealed positive impact of multi-media on self-efficacy and academic motivation.

The purpose of the present study is to determine the pathology of Article 28 training course of Farhangian University and its challenges in terms of perform the course, the intended courses, teaching practice and the competency test from the skills learners’ perspectives. This research has been done in a form of qualitative using phenomenological method. Based on purposive sampling, 31 mathematics teachers who were undergoing an article 28 training course at Farhangian University-Isfahan Shahid Bahonar Campus participated in this study. To collect data, open-ended questionnaires were used at the beginning of the course, at the end of the first half year, and at the end of the one-year training course, and their validity was confirmed by educational science experts. Based on the results, the skills learners did not agree to take the course for two semesters, and had the criticisms and suggestions for modifying the intended courses, as well as how to implement and evaluate the course.

Background and Objectives: The purpose of this study was to investigate the effectiveness of using the electronic content of mathematics course on self-Regulatory learning and academic achievement of students studying at the 9th grade. Methods: The method used in this study was semi-experimental, using pre-test and post-test with a control group. Moreover, the statistical population of this study was comprised of the students studying at Parvin Etesami school of Aligudarz city in the academic year of 2018-2019. The sample size included 40 students who were selected by available sampling method from the third grade of junior high school. 20 people were selected as the experimental group and 20 people were selected as the control group. The experimental group was exposed to ten one-hour sessions of electronic teaching of the course of mathematics. Before conducting this study and after the end of the group teaching sessions, the Beaufort self-regulation questionnaire and the researcher-made questionnaire were administered on the students to determine the score of academic achievement in mathematics. Findings: The results showed that as compared to the students in the control group who did not receive this program, teaching the experimental group that received this program by using the electronic content had a significant impact leading to an increase in the self-regulation learning and academic achievement of the students in the experimental group in the course of mathematics (F=14/114, P<0. 01). In other words, after adjusting the pre-test scores, the factor had a significant effect on the items being tested between the two groups. Therefore, it can be concluded that using electronic content is effective on the cognitive self-regulation of the students at 9th grade. The effect of using the electronic content on cognitive selfregulation was 27. 6 percent. Conclusions: The students received appropriate feedback in this teaching method and benefitting from optimal approaches, they used the time they needed for the process of learning mathematics. On the other hand, paying attention to various audio, video, graphics and animation, and multimedia software potentials stimulates multiple senses at the same time, enabling students to perceive the math content in a more attractive, varied and comprehensive way as well as increasing their educational motivation in order to learn and understand mathematics more appropriately. The use of self-regulation technique in the context of multimedia tools strengthens data processing, facilitates the timely and appropriate application of these tools, enhances perceptual processes, simplifies cognitive situations, facilitates the problem-solving programs, increases self-regulation and the feeling of self-sufficiency, and enhances the amount of concentration and consciousness,or in other words, it causes a higher self-regulation in the process of learning. The conditions that are created in the path of teaching and learning and also in a long period of time are almost constant and generally stable.

The present study was conducted with the aim of investigating the effectiveness of virtual teaching of math lessons on self-efficacy, creative thinking and responsibility of eighth grade female students. The research method was semi-experimental. The target population of this research included all eighth grade students in Karaj city in the academic year of 1401-1402. A staged cluster sampling method was used and 30 students from one of the schools that were randomly selected were randomly replaced in two experimental and control groups.The intervention program was implemented with the virtual training of mathematics lessons for the experimental group during eight sessions, The obtained data were analyzed at the level of descriptive statistics by calculating the mean and standard deviation and at the level of inferential statistics of covariance analysis that the scores of the variables of self-efficacy, creative thinking and responsibility of the students in the experimental group and the control group were statistically at the level of (P>0.05) had a significant difference. The results of the research showed that the virtual teaching of math lesson was effective on the self-efficacy, creative thinking and responsibility of the students of the experimental group, and the virtual teaching of the math lesson had a significant effect on the sub-scales of self-efficacy, creative thinking and responsibility of the students. Therefore, it is necessary that the use of information technology with the design of different software for teaching math lessons in different levels of education should be taken into consideration by educational officials and planners.

In today's world, the goal of education has shifted from reading and writing to more important goals such as creative thinking, problem solving, lifelong learning, information literacy, and familiarity with information and communication technology. The main purpose of this research was to investigate the relationship between creativity and self-confidence with academic progress in the mathematics course of first secondary school students. This research was done descriptively. The statistical population included all the first secondary students of Sabzevar city (10, 807 people), of which 5, 564 were boys and 5, 243 were girls. Stratified sampling method was used for this research. The sample size was determined based on Morgan's table of 371 people. The research tools were Torrance's creativity questionnaire (1996) and Rosenberg's self-confidence questionnaire (1965). The data was tested and analyzed using the Pearson correlation and regression method through the SPSS 18 software. The results showed that creativity and self-confidence have a positive and significant relationship with academic progress in the mathematics course of first secondary school students in Sabzevar city. Also, creativity and self-confidence can predict academic progress.