فهرست مطالب الهه امینی فر

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 present study was conducted to evaluate the content of math textbooks in the upper level of primary school based on its compliance with sustainability education. The research is descriptive-analytical in terms of method and has been done by quantitative content analysis. The statistical population of the study was the mathematics textbooks of the upper level of primary school in which the entire content of the mentioned books was analyzed. Therefore, a census was conducted. The research tool was researcher-made content analysis forms. In order to determine the validity and accuracy of formal and content validity with the opinions and views of experts and specialists were used. Also, its reliability was 0.92 by Holsty method and Shannon entropy method was used to process the collected data. Findings showed that the necessary balance and coherence between the three components of sustainability training is not established. Also, among the components of sustainability education, the economic component has the least attention in all basic mathematics textbooks of the upper level of primary school.

The present research was conducted with the aim of validating the problem-oriented curriculum model in the elementary school mathematics course. This research was exploratory (qualitative-quantitative) in terms of mixed nature, practical purpose, the method of collecting cross-sectional survey data. Content analysis and ISM wrer used in the qualitative part and partial least squares in the quantitative part. The participants of the qualitative part, experts and the statistical community in the quantitative part were also elementary school teachers in the academic year 2014-2016. According to the principle of theoretical saturation, the sample size of the qualitative part was 19 people who were selected by the purposeful sampling method, and the quantitative part, 355 people were estimated and selected by the simple random sampling method according to Cochran's formula. The research tools were semi-structured interviews in the qualitative part and researcher-made questionnaires in the quantitative part. The data were analyzed using qualitative content analysis and partial least squares methods. The results of the qualitative part of presenting the model with 7 main target categories in three cognitive, attitudinal and skill levels, content, method, evaluation and curriculum were a total of 46 subcategories. Data from the quantitative section (model fitting) were analyzed using structural equation models and partial least squares. The results showed the model has validity and appropriate fit in both internal and external.

 The main purpose of the study is to design a valid model for the problem-oriented curriculum in elementary mathematics. The research approach is quantitative. In designing the model, which was done by structural-interpretive modeling method, 19 specialists of curriculum planning and mathematical education of Arak city participated. To determine the validity, with the method of partial least squares, the designed model in the form of a researcher-made questionnaire was provided to 355 specialists by random sampling method. By identifying the components of objectives in three levels of cognition, attitude, skill and curriculum content, method and evaluation of the problem-oriented curriculum model were designed and validated.. Findings showed that the characteristics of objectives in level "cognitive" and "attitude" are considered as the underlying components of the problem-oriented curriculum model in mathematics and affect the characteristics of objectives at the skill level. Skills characteristics also affect curriculum content characteristics, method, and evaluation.

The present study aimed to identify the characteristics of the problem-oriented curriculum of elementary mathematics courses with a qualitative approach. The method of qualitative content analysis has been used. Sampling was done purposefully. Data collection tools are semi-structured interviews and questionnaires. The identified features are validated by Delphi fuzzy method. Shannon entropy method was used for data processing. Based on the results of the analysis, seven main categories including the characteristics of objectives in three levels of cognition, attitude, skill, content characteristics of the problem-oriented curriculum, evaluation, and teaching-learning strategies were identified. In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzy value greater than 0.7. Also, based on Shannon entropy results, it was determined that the characteristics of starting teaching with challenging questions, creating a suitable atmosphere and learning environment, continuous monitoring of the quality of learning strategies and communication with students' talents have attracted the most attention and have obtained the highest rankings and coefficient. They were more important than other features. It is suggested that the features of the four components of the curriculum be used as a guide in the teaching- learning process and the elementary school math curriculum.

The purpose of this study is to provide a model of elementary school math curriculum with a mobile learning approach. This research was a qualitative and quantitative mix in terms of research method and exploratory in terms of purpose. A statistical sample was selected from the faculty members of the curriculum, teachers and curriculum planners and researchers in the field of education and planning in Tehran. In the present study, content analysis method was used to identify the adaptation indicators of the elementary school mathematics curriculum pattern with the mobile learning approach. Based on the content analysis of the interviews, 71 indicators were identified. Fuzzy Delphi method was used to ensure the importance of the identified indicators. For quantitative data analysis, structural equation modeling methods and PLS software were used to test the measurement model and research questions. The results showed that the research model consisted of a comprehensive theme, and 3 organizing themes, and 10 basic themes. Organizing theme, mobile learning perspective included basic themes of learning planning, improving culture, attitude and goals, organizing theme of mobile education enrichment included basic themes of learning enrichment, learning performance and performance, teachers' competence, tools and methods, interaction of people involved in education . Performance appraisal included basic themes of appraisal and improvement of physical condition and appraisal and quality improvement. The results of the research showed that the proposed model has a good validity.

The main issue in the present study is the design and validation of a sustainability education model in the competencies of primary school mathematics courses, an education that build capacity and create comprehensive programs to balance the dimensions of sustainability in mathematics lessons as an educational field to cultivate and discipline and increase the power of thought and logical reasoning along with the growth of mental creativity to achieve a sustainable society with a plan and problem-solving capability. This research is applied in terms of purpose and is a qualitative-quantitative research (mixed) with an exploratory approach. First, the most important components of math lessons stability training were identified and extracted by documentary study method. Cognitive, evaluation and functional categories with 26 sub-categories in mathematical competencies in sustainability education were selected and the proposed model was presented. A questionnaire model with 112 items was designed to validate the main elements. Content validity (CVR) and its reliability were confirmed by Cronbach's alpha and provided to 38 experts. The validation of the proposed model was performed through the PLS structural equation modelling. Based on the findings, the functional dimension had the highest share in explaining the model. Development of knowledge and skills related to communities and environment in " explaining the cognitive dimension," "developing problem solving skills" in the evaluation dimension and" designing effective methods to meet personal needs and inequalities" in the functional dimension, had the highest shares among the other studied components. It also showed that the structural model of sustainability education in primary mathematics courses had a good fit. Therefore, it can be concluded that the inclusion of sustainability concepts in the curriculum in mathematics courses with an interdisciplinary approach can be effective in applying innovative strategies in the learning process and paying attention to problem solving and problem statement in the real world.

The existence of unique challenges in the present age has caused the need for real changes in a completely new way of thinking and acting in society. Therefore, the use of sustainability education in the production of fully aware human resources, especially given the basic skills of understanding and knowledge required in the 21st century, is critical. Therefore, the main purpose of this study is to analyze the content of the first grade primary mathematics textbooks based on the components of sustainability education.

The present study is a descriptive-analytical study. Unit of analysis (images, text, class activity and practice and class work). The statistical population is the mathematics textbooks of the first primary school. In this study, the entire content was analyzed based on three components of sustainability education (economic, social and environmental). The sample size was the same as the statistical population and was considered as a census. To confirm the validity and checklist, face and content validity with the opinions of experts was used and its reliability was 0.92 by Holstie method and Shannon entropy method was used to process the collected data.

Findings showed that environmental images in all three levels have a higher frequency than the other unit of analysis and among all the components of sustainability education, the environmental component in all the first primary courses had the highest and the lowest economic frequency. Also, based on the information load criterion and the coefficient of importance, the environmental criterion has the highest value in the first grade and the social criterion in the second and third grades. Also, sustainability education in the second and third grades were the same.

The affidavits emphasize that the necessary balance and coherence between the three components of sustainability education has not been established and that the components of sustainability education have not been given due attention in the content of the first period math textbooks.

New research has acknowledged the effectiveness of technology in education; Especially with unforeseen circumstances such as the Covid-19 epidemic, its use has become a necessity; The purpose of this study is to provide a model of elementary learning mathematics curriculum for mobile learning approach.

The research method is a sequential exploratory mix (classification formulation model). To identify the factors of elementary school mathematics curriculum model with mobile learning approach using data-theory theory-systematic design and conducting interviews based on purposeful theoretical sampling, various factors in elementary school mathematics curriculum with mobile learning approach have been identified. A statistical sample was selected from the faculty members of the curriculum, teachers and curriculum planners and researchers in the field of education and planning in Tehran.

The results showed that the research model consisted of a comprehensive theme, 3 organizing themes and 10 basic themes. Organizer theme, mobile learning perspective includes basic themes of learning planning, culture improvement, attitude and goals, organizer theme of mobile education enrichment includes basic themes of learning enrichment, performance and implementation of learning, teachers' competence, tools and Methods are the interaction of people involved in training and performance appraisal includes the basic themes of evaluation and improvement of physical condition and evaluation and quality improvement.

It seems that the model can be effective in advancing the goals of education in the field of mathematics with an emphasis on mobile learning.

Divergent thinking increases the ability of children to solve problems and provides them with a wealth of associations and possible solutions. The purpose of this study was to investigate the validity and reliability of the divergent thinking questionnaire among primary school students.

The statistical population included all 7-year-old students of public schools in Zahedan. The sample size consisted of 336 students (176 girls and 169 boys) who were selected by available sampling method and answered the divergent questionnaire (Kaun et al., 2006). To analyze the data, Cronbach's alpha coefficient was used for reliability evaluation, confirmatory factor analysis for evaluating construct validity and exploratory factor analysis for factor load calculation.

The Cronbach's alpha coefficient for Persian translation of the  item initial score was 0.74 and test retest reliability of the questionnaire based on the results of the two tests was 0.79. Validity indices derived from confirmatory factor analysis showed that the scale had proper construct validity and all factors had an appropriate load factor of more than 0.20.

According to the results of this study, as well as the importance of measuring divergent thinking in children and the lack of appropriate tools validated in Iranian culture, it can be concluded that divergent thinking questionnaire is a good tool for applying educational situations in schools.

The purpose of this study was to examine the effect of a mathematics computer game on students’ mathematics achievement and motivation. By using a simple random sampling technique, forty students who study at grade seven were chosen. Twenty students considered as experimental and twenty as control groups. Students’ mathematics achievement in both groups was measured using a pre-test. The results showed no statistically significant difference on the students’ pre-test scores. The experimental group was taught eight one-hour sessions during two weeks using mathematics computer game, while the control group was taught through traditional method. Both groups were also given a mathematics motivation questionnaire. After teaching period, a post-test was taken from both groups to measure acquired knowledge about the subjects taught. Multivariate Analysis of Variance (MANOVA) was conducted to analyze the data. Results clearly indicated that mathematics computer game enhanced students’ mathematics achievement; it impacts on approach motivation and mathematics attitude; but it doesn’t have any effect on avoidance motivation.

To investigate the impact of technology on the mathematics learning, female students of two mathematics classes who studying at pre-university level in Torkamanchay, were selected as experimental and control group. Graph subject was taught to the experimental group by NEWGRAPH software (a kind of dynamic interactive software), and to the control group without it. At first a pre-test and after the teaching period, a post-test was given to both groups. Statistical analysis revealed the experimental group’s marks is better than the control group’s marks. This research is also about answering to questions, in teaching by technology, whether the total of teaching should be done by using technology, or must integrate with other teaching methods?, which patterns for teaching without technology could be deducted from this research?