نشریه پژوهش در یادگیری آموزشگاهی و مجازی
سال نهم شماره 35 (زمستان 1400)

Problem-Posing is one of the most important topics in mathematics education research today. One of the challenges researchers faces after investigating problem-posing skills and thinking processes is how to evaluate them. The present study investigated the content and methodology of these studies to determine their structure. This study presents a qualitative meta-analysis of the major frameworks that researchers have used to evaluate the posed problems in order to provide a comprehensive picture of how these studies have turned out. To this purpose, 25 studies on evaluating Problem-Posing Skills were selected from 83 research studies between 1994 and 2020 and analyzed descriptively and instrumentally. Students presenting a solution, adaptability, mathematical expression, linguistic knowledge and expression, solvability, quantity, and quality of data, Open-Ended and generalizable problems, solution strategies, and multiple solutions are among the nine common criteria identified by the meta-analysis findings. In addition, after reviewing the research, a framework with 11 criteria was created, with an emphasis on mathematical problem-posing and problem-solving. With the aid of generalizability theory, this framework has been validated by experts in mathematics and mathematics education, as well as teachers from all three grades, and has been evaluated in two stages.

The purpose of this study was to construct a scale for assessing the Students` Subjective Well-being in School (ESSSWBSS). For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 29 key informants including teachers and elementary school students in Tehran. Research tools were researcher-made single-item questionnaire and semi-structured interviews. Data were analyzed by Colaizzi's method has led to identifying six main themes of 'executive-administrative ', 'cultural', 'environment', 'friends', 'teaching and teacher ethics' and 'individual'. the second study, among elementary school students in Tehran 387 students were selected through three-way cluster sampling. Psychometric properties of tools were evaluated using content validity, examination of items, structural validity and reliability determination. The content validity ratio (CVR) of each of the items above the criterion of 0.54 and the overall validity of the tool (CVI) was 0.735. Validity of the scale was confirmed by content validity based on experts' opinion; the reliability of the scale was calculated using Cronbach's alpha and its value was0.86. The results of the exploratory factor analysis showed the extraction of six factors. The item characteristic curve indicates that the majority of the items have a very good and sometimes good condition. In general, it can be said that the quality of the tool is of good quality because it provides a high level of information in a significant range of the ability continuum (-2 to +1).

aim of this study was to compare the effect of linear and nonlinear training on the coordination pattern of drop forehand badminton skills of adolescent girls in Tehran. The research method was quasi-experimental and was performed as pretest and posttest. The statistical population of the present study consisted of all adolescent girls aged 10 to 12 years in Shiroodi Club, District 7 of Tehran. The statistical sample of this study consisted of 30 beginner girls in badminton who had less than 3 months of experience in badminton, who were selected by purposive sampling and randomly divided into two groups of linear and nonlinear training. Thirty participants were trained in drop forehand skills using both linear and nonlinear training methods. The linear method was designed and implemented based on traditional and conventional methods and in contrast to the nonlinear method derived from ecological dynamics using task constraints (rules related to activity and equipment). For data analysis, descriptive (mean and standard deviation) and inferential (paired t-test and analysis of covariance) statistical methods were used on Spss software version 22. The results of the present study showed that the two groups had a significant difference in the pattern of coordination and accuracy of drop forehand skills and the nonlinear training group had better performance than the linear group (p <0.05). The results of the present study showed that nonlinear training is a good method to improve the coordination patterns of drop forehand badminton skills in adolescents.

The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.

This study sought to investigate the structural relationships between impulsivity and academic performance based on the mediating role of academic motivation. The method of the present study was correlation. The statistical population of this study was all female students aged 16 to 18 years in Tehran in 1399. Using multistage cluster sampling method, 350 people were selected and answered the questionnaires of Pham and Taylor (1999), Walred et al.'s (1995) academic motivation and Bart (1995) impulsivity questionnaires. The data obtained from the questionnaires were analyzed in two sections: descriptive statistics such as mean and standard deviation and inferential statistics such as Pearson correlation coefficient and structural equations. Findings showed that the academic motivation mediates the relationship between impulsivity and students' academic performance significantly (p <0.01). Based on the findings, it can be concluded that improving academic motivation can be a solution to reduce impulsivity and thus improve students' academic performance.

Children with learning disabilities form a heterogeneous group. The commonbdenominator between them is that they all have difficulty learning school subjects. The present study determine the effectiveness of cognitive-behavioral play therapy on reducing handwriting and math problems in students with special learning disabilities.

The present study was a quasi-experimental with a pretest- posttest design with a control group. The statistical population includes all male students in the third grade of primary school in Ilam in 1400. Using the available sampling method, 20 people (10 people in the experimental group and 10 people in the control group) were selected as the sample size. The research tools of Kosanj et al.'s (2012) questionnaire were handwriting problem checklist, failure test, and mathematical performance test for math disorder and cognitive-behavioral play therapy protocol. Data were analyzed using multivariate analysis of covariance. The results showed that cognitive-behavioral play therapy was effectively reduced handwriting and math problems and mathematical components of students with special learning disabilities. Therefore, it can be said that teaching the effect of cognitive-behavioral play therapy on handwriting and math writing problems in students with learning disabilities has improved, which informs them to deal with problems during school.
Cognitive: behavioral play therapy, handwriting and math writing disorder, special learning disabilities

The aim of this study was to determine the effectiveness of executive functions based rehabilitation program on cognitive deficits of children with dyslexia. This study was experimental with pre-test and post-test with control group. The statistical population of this study consisted of all students with dyslexia in the fourth and fifth grades of elementary school in Tehran in 1397-1398 academic year. The sample consisted of 40 dyslexic students who were selected by clustering sampling method and randomly assigned into two experimental (n=20) and control (n=20) groups. After conducting the revised effortful Control Scale as pretest on both groups, the executive functions based rehabilitation program was applied to the experimental group in 12 sessions and each session for 60 minutes twice a week, but the control group received no intervention. Then, both groups responded to mentioned questionnaire as post-test. Data were analyzed using repeated measure ANCOVA. The results showed that there was significant difference between the experimental and control group in cognitive deficits of distraction, poor concentration, poor attention shifting and impulsivity. These results indicate that executive functions based rehabilitation program have led to improve cognitive deficits in children with dyslexia, thus, this intervention can be a useful program for dyslexic children.