جستجوی مقالات مرتبط با کلیدواژه « دانش ریاضی » در نشریات گروه « علوم تربیتی »

The present study aims to identify influential factors embedded in the curriculum of BA level mathematics teacher training courses in Iran and the quality of their interconnection according to the subject instructors at schools، professors at the universities، BA students of mathematics teacher training courses and MA students of pure and applied mathematics and mathematics education. A total number of 203 mathematics teachers who worked at school participated in this study. The second، third and fourth groups forming the sample also consisted of 15، 38 and 18 participants respectively. Findings of the study which relied on a causal-comparative method revealed that according to the participants، five influential factors in curriculum of BA mathematics teacher training courses in order of importance are: professional qualification of university professors، pedagogical knowledge of the content، optimal teaching of specialized mathematical content، internship and general pedagogy. Although the optimal teaching of specialized mathematical content factor was ranked third in importance، it had the highest rate of reference by the participants. Data analysis showed that decreasing focus on general pedagogy and improving the professional qualification of mathematics professors positively affects optimal teaching of specialized mathematics content. However، less focus on general pedagogy must take place only after optimization of the professional qualification and replacement of instructional content of general pedagogy by pedagogical knowledge of the content.

One of the factors affecting students’ mathematical performance is their mathematical knowledge. Like many other issues in mathematics education, mathematical knowledge, is developed in recent years. In this paper, some of important studies, researches and approaches on conceptual and procedural Knowledge of mathematics are analyzed and the result determined three main approaches in this area. First, one dimensional model of mathematical knowledge was illustrated. So that, according to type, this knowledge was classified into conceptual and procedural knowledge. After passing some time and based on the need for changing this model, a two dimensional model of knowledge based on type and quality of knowledge, and then a three dimensional model based on type, depth and readiness for learning were suggested. In addition to the models, diverse ideas regarding the relationship between these two types of knowledge are discussed. Some of important ideas are as fallows: Inactivation view, simultaneous activation view, dynamic interaction view, Genetic view and Iterative view. In-depth study of existing approaches and also the results of this research suggest that the three dimensional model of mathematical knowledge is the most significant, compared to other models. Also, iterative view about the relationship between conceptual and procedural Knowledge is the most significant view, compared to others.