فهرست مطالب ابوالفضل رفیع پور

The present research has aimed to develop conceptual perceptions of measuring volume in students’ everyday life. The statistical population involved all junior high school students in Kahnouj, in the province of Kerman. The sample studied consisted of 60 female students of grades seven, eight and nine selected by means of purposive sampling. Observations, interviews and classroom discussions were the data collection tools. The methodology of the research was based on qualitative methodology, in which qualitative data analysis was done using the activity theory analysis method. Since the activity theory studies human activities in the framework of a system, and mathematical modeling is done through a cycle, the activity system of the activity theory was integrated with the modeling cycle, thus defining a modeled activity system which has been used as the tool for data analysis. The data for the study were collected over a 9-month period, the sources of which were 2 modeling activities regarding the consumption of water. In the activity systems, two elements were used -- tension (pressure, anxiety, challenge or a dispute students encounter) and modifying it -- in order to develop conceptual perceptions. Analyzing the data obtained by the research pointed out two tensions -- perceiving the formula for measuring the volume of a cylinder and reporting water consumption. The students were able to, using the modeling process and with the guidance provided by their teachers, modify the tensions that had arisen and develop the measurement of volume in their everyday lives. This research showed that mathematical modeling can prove to be an appropriate tool in the integrated curriculum and has a high capacity for the development of mathematical concepts.

Nowadays, the need to pay attention to teaching statistics at all levels from elementary school to university has become more apparent. One of the goals of the various educational systems, which is reflected in their upstream documents, is to have citizens who are equipped with statistical literacy. In this regard, many statistical organizations and institutions have mentioned statistics education as one of their special goals and missions. School math textbooks in Iran also have sections devoted to discussions of statistics and probability. An examination of the role of statistics in Iran school Mathematics textbooks shows that there is good progress in including statistics and probability concepts in textbooks, but it is still far from the ideal. In the present article, after a brief discussion on the necessity of paying attention to statistics education in the school mathematics curriculum, the historical course of presenting statistics education will be reviewed. Then, the challenges in introducing the topics of teaching statistics and probability in the school mathematics curriculum are illustrated, and in the end, two new approaches (attention to big-data, use of new technologies in stimulating and modeling real-world phenomena) will be introduced in more detail and with examples.

Main purpose of current study is Content analysis of mathematics textbooks in primary and secondary school in terms of the amount of activities which designed based on problem-posing approach. Type of this research is qualitative and mathematics textbooks in grades 1-9 which published in 1398 school year were considered as statistical population. In this regard, firstly, the key words that confirm the problem-posing were identified, then the situations were identified in the textbook, and finally the situations were categorized   according to theoretical framework from literature. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks which 60 percent of them appeared in the second three years of primary school textbooks. Moreover 67.5 percent of these problem posing situation have semi-structured context. Comparison between the number of problem-posing activities and problem-solving activities in mathematics textbooks show that textbooks writers had little attention to problem-posing activities.

Flipped classroom is an approach in which content are available to students via Internet. Students learn mathematical content at home, and then they solve problem with guidance of teacher at classroom. The present study aimed to evaluate the effect of flipped classroom approach in math education. This study was performed in eight sessions (90 minutes) for the topic of “exponentiation and square root” from the mathematic textbook, with the participation of 60 girl students in the Seventh grade. These 60 students were divided into two groups: “experimental” and “control” group. All students in both experimental and control group were participated in final exam with same mathematical content. For analyzing the scores of the two groups, covariance analysis was used. The results of this study showed that the flipped classroom approach is effective on students' learning progress but the differences in average for two different groups are not statistically meaningful.

Mathematics subjects are important in engineering fields and have a significant effect on academic performance of engineering students. Some researchers recognized mathematics as a path for talented students to enter in engineering. It is also a factor of progress or failure of engineering students. The aim of present study is to investigate the trend of mathematics problem solving of engineering students with a reflective approach. A purposive sample was selected among the students of three engineering subjects which were civil, mechanical and electrical engineering of Bahonar University. The data was collected using interview sessions. It was a challenge in this research to explore the students’ solutions by using reflection during their mathematics problem solving. Applying reflection in investigating and discovering solutions of problem solving processes are studied. Some of findings indicates that reflection in three categories (reflection before action, reflection on action and reflection after action) has a positive effect on mathematics problem solving of engineering students and also it has improved the mathematics problem solving

The aim of the present study is to examine the lived experience of the modeling cycle students with using a phenomenological approach. For this purpose, a problem called "local bread and city bread" was used that designed upon 3- year experience of the first author who lived in one of the villages located in the south-eastern part of Iran. In this research, purposive sampling was used to achieve data saturation. In this study, a total of 16 ninth grade female students (8 pairs) took part. Data of this Study collected from various sources, including participant observation, student responses, dialogue between teacher and students and semi-structured interviews. These data were analyzed through interpretation. Finding of this study show that students are capable to determine real world problem and they can make a math model for real world problem. Indeed, experience of everyday life of students helps them to visualize and interpret the bread problem. So, important findings of this study are firstly lived experience of students help them to solve the modeling problem, and secondly lived experience can fill the gap between real world and mathematical world.