جستجوی مقالات مرتبط با کلیدواژه « ریاضی » در نشریات گروه « روانشناسی »

Traditional assessment methods have been criticized for neglecting the cognitive processes required by test-takers to provide correct responses. To address these issues, cognitive diagnostic models have been introduced by researchers. This study aimed to explore and apply cognitive diagnostic models to estimate the psychometric properties of published eighth-grade math questions from TIMSS 2019. 

Methods and Materials: 

The research method employed in this study is mixed-methods, conducted with a retrofitting approach to existing tests. The statistical population of this study consisted of all Iranian eighth-grade students who participated in the TIMSS 2019 study. The population size included 1,095,026 students from 23,895 schools. The sample consisted of 5,980 Iranian eighth-grade students from 220 schools, selected through a two-stage cluster sampling method, with an average age reported as 14.1 years. 

Using a qualitative method, 16 skills across four content domains—knowledge, application, and reasoning—were identified and the Q-matrix was developed. Then, in the quantitative section, the fit of the DINA model as a compensatory model, the DINO model as a non-compensatory model, and the G-DINA model as a general model were examined with data from students' responses to math questions in blocks 1, 2, 3, and 5. The findings showed that in terms of model fit, the G-DINA model had the weakest fit, while the DINA model had the best fit. Absolute fit indices of the models also indicated that the DINA model was better, and the DINO model did not fit. Relative fit indices of the models showed no significant difference between the G-DINA model and the other two models, and overall, the non-compensatory DINA model demonstrated the best fit. 

The results indicated that the DINA model had the best fit with the data and can be considered the optimal model for analyzing the eighth-grade mathematics questions in TIMSS 2019.

The existing research in this field indicates that there has been insufficient investigation into the life experiences of sixth-grade teachers and students concerning the qualitative values of mathematics lessons. Furthermore, there is a noticeable gap in the development of a scale for assessing teaching skills in the qualitative evaluation of mathematics lessons. This highlights the need for comprehensive studies that explore the lived experiences of both teachers and students in the context of qualitative values within mathematics education, along with the design of an effective scale to assess teaching skills in the qualitative evaluation of mathematics lessons.

The purpose of this research was to investigate the lived experiences of sixth grade teachers and students of the qualitative value of math lessons.

The current research was applied in terms of purpose and qualitative in terms of method and based on phenomenological strategy. The participants of this research were sixth grade teachers and students who were selected by purposive sampling. The tool used in this research was a semi-structured interview. In order to analyze the data, the coding method was used.

the results showed that the interviewees suffered from disadvantages such as lack of belief in qualitative evaluation, teachers' lack of knowledge about the philosophy of qualitative evaluation, the spirit of evaluation not being governed, and the inability of students to measure by themselves., the growth of teachers in the evaluation system has been mentioned a little. Also, teachers suffer from harms such as the reduction of healthy competition, children's insensitivity to lessons, low motivation, and lack of proper infrastructure, carelessness, students not studying, lack of enthusiasm and attractiveness in teachers, and the inability to cover weaknesses in evaluation. Qualitatively pointed out.

The aim of the current research was to investigate the lived experiences of sixth grade teachers and students of the qualitative evaluation of mathematics lessons, to design a scale of teacher skills in the qualitative evaluation of mathematics lessons. The results of data analysis showed that from the teachers' point of view, 23 main categories and 60 sub-categories, and from the students' point of view, 21 main categories and 42 sub-categories were identified as necessary factors and components and obstacles and challenges for the implementation of qualitative evaluation.

The purpose of this study was to analyze the content of the Persian textbooks of the elementary school from the perspective of emphasizing the components of Gardner's multiple intelligences.   The research method was content analysis and statistical population includes all elementary Persian mathematic textbooks in 2020-2021 that the statistical sample is equal to the statistical population. The research tool was a checklist of based on Gardner's multiple intelligence components theory (linguistic-verbal, mathematical logical, visual-spatial, kinetic-physical, intrapersonal, interpersonal and musical). Pages are the unit of analysis and the book's exercises and activities are the unit of recording were coded by deductive method. Validation of data was calculated by independent coders and the Inter rater or observer reliability was 87%. Data were analyzed using entropy technique in SPSS. The results showed in the textbooks of the elementary school, the highest coefficient belongs to mathematical-logical intelligence (0.31); visual-spatial intelligence (0.26) and linguistic-verbal intelligence (0.23). Individual intuitive intelligence (0.10), physical-motor intelligence (0.09) and intrapersonal intelligence (0.03) are also after. Musical intelligence has the least frequency. The results show the using of multiple intelligence components in the mathematical textbooks and activities are different and the balance way are not considered. Although the musical intelligence component is one of the important components in increasing students' attention, it has been neglected and ignored. Therefore, due to the researcher’s emphasis on the role of multiple intelligences in learning math, it is necessary to consider this important issue for authors and designer in writing books.

Mathematics is a science with abstract concepts. For this reason, it is difficult for students to understand these concepts and new methods should be sought with creativity to replace the traditional methods. One of the factors that affects the learning process and the state of mathematics education in elementary school is the teaching-learning methods of this course. The teaching method is the interaction or mutual behavior of the teacher and the student based on the regular and purposeful design of the teacher to change the behavior of the students. The purpose of this research is to investigate the various teaching-learning methods of mathematics lesson on area and perimeter in the first grade of elementary school and to improve the learning stages in this field and to clear ambiguities in the concepts of area and perimeter. The method of conducting this research is descriptive and library study method. From the results of this research, among the up-to-date methods of teaching mathematics, through which teachers can achieve the mentioned goals, are the use of hands-on and shape-drawing strategies, the combination of Persian and mathematics by using storytelling and the use of methods It is objective. The methods presented in this article are the methods that increase students' desire to learn mathematics and make them more curious. 

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems.

The aim of this study was to evaluate the effectiveness of chess game in reducing social and mathematical cognition problems of students with learning disabilities. The quasi-experimental research method was pretest-posttest with a control group. The statistical population included all fourth grade elementary male students diagnosed with learning disabilities referred to Shiraz Education Counseling Center in the academic year of 1998-99. Colorado learning (parent form) and unfamiliarity with playing chess were selected as a sample by available sampling method and were randomly assigned to experimental (n = 20) and control (n = 20) groups. The experimental group played chess for two sessions per week for 45 days and the control group did not receive any intervention. Pre-test and post-test were performed for both groups and the data obtained from the study were analyzed using single analysis of covariance. The variable was statistically analyzed by pre-test control using SPSS software version 19. The findings showed that the effectiveness of chess playing on reducing social cognition and math problems of students with learning disabilities is significant. Playing chess can be effective in preventing and improving students \'disabilities in students\' social and mathematical cognition problems with learning disabilities.

Specific Learning Disorders (SLD), as a learning disorder, are neurodevelopmental and neurological disorders that commonly begin at early school age and might not be identified until adolescence or even young adulthood.Specific Learning Disorders take different forms, and mathematics learning disorder is one of the most important. Students with mathematics disorders experience more problems across the grades because the math content is usually the basis for the next one. Therefore, an early educational intervention that takes into account students’ weaknesses and improves their performance seems necessary.Also, various studies were conducted to improve children's mathematics performance with learning disorders. Different approaches and methods were used, among which this study might refer to the cognitive approach and Piaget’s teaching method. Piaget’s work on children’s cognitive development, primarily quantitative concepts in education, has attracted much attention and focuses on the developmental stages of children’s cognition.  That study on young children’s quantitative development has provided math educators with essential insights into how children learn math concepts and ideas.According to the research literature, the question is whether education based on Piaget’s method can improve the mathematical performance of students with SLD. Since the research on this topic is still scanty, the present study can inspire the subsequent ones. Therefore, the most critical issue is whether the educational intervention based on Piaget’s cognitive approach effectively affects elementary-school students with specific learning disorders in mathematics.

The present study is a single-case experimental with an ABA design. A single-case study, sometimes called a single-subject or a time-series study involves intensive research on a limited number of individuals considered individually or as a single group. The statistical population of this study comprised all the fifth-grade elementary-school students with specific learning disorders in mathematics who were studying in the regular schools of the six education districts of Isfahan in the academic year of 2019-2020. The participants were selected by purposive sampling. This sampling aims to select subjects which provide a deep understanding of the subject matter for the researcher. For this purpose, students who were predicted to have a specific learning disorder in mathematics were initially identified by interviewing teachers. Then, the KeyMath Diagnostic Test was administered for a more accurate diagnosis, and finally, three students who met the inclusion criteria were selected. The inclusion criteria were being a fifth-grade elementary school student, average or above-average intelligence confirmed by Raven’s Progressive Matrices (children’s form), no visual or auditory impairment, no emotional-behavioral disturbance confirmed by a clinical psychologist and psychiatrist, poor performance in Iran KeyMath Diagnostic Test, and having no other comorbid disorders.The exclusion criteria were the absence of more than two sessions, suffering a particular disease during the intervention period, and problems and disorders that affect the intervention process. The data were collected by Raven’s Progressive Matrices (children’s form), Iran KeyMath Diagnostic Test, and informal math tests.The three students were evaluated four times before the intervention, and the Iran KeyMath Diagnostic Test and informal math tests were administered. During these four evaluation phases, no intervention was conducted to improve students’ math performance. Therefore, the baselines were determined. After the four baseline sessions, Piaget’s cognitive approach training package was taught individually to each participant. The intervention consisted of eight training sessions, one session per week, during which the participants received cognition training individually for 45 minutes, and each of them answered the informal test of mathematical performance. One month after the end of the eight sessions of educational interventions, students were followed up for three sessions, each session two weeks apart. The informal math tests were administered at the follow-up sessions.The educational package was developed based on the diagnostic and learning activities in mathematics for children book written by Copeland and translated by Karimi and related articles and sources. Experts confirmed the content and face validity of the package. Thirty-two special activities for working with children were included in the educational package. These activities are grouped into four main areas: space, number, logical classification, and measurement. Children’s grouping in different age groups (age levels) varies according to how they function in each activity.

Based on the general diagram of the participants’ performances in the intervention sessions, reviewing the data of the three students showed that the average mathematical performance in the intervention (14.8) increased compared to the baseline (11.6) (in the direction of the intervention goal). In addition, the follow-up mean (16.7) increased compared to the intervention (14.8) (in the direction of the intervention). Also, the PND means between the intervention and baseline was 100%, and 33.33% between follow-up and intervention. Thus, the results indicated the effectiveness of the educational intervention based on Piaget’s cognitive approach to the mathematical performance of elementary-school students with specific learning disabilities. These results revealed the significant effect of the intervention, compared to the baseline and a decrease in the effectiveness of the intervention in the follow-up phase, compared to the intervention phase.

The results of data graph analysis revealed that cognitive education based on Piaget’s approach significantly improved the mathematical performance of students with math learning disorders. Although no study was conducted directly in line with the present study, the findings of this study are consistent with the previous studies. It is worth noting that low generalizability is one of the limitations of this study. Though single-case studies have more generalizability than single-subject ones, there will still be the problem of generalizing the results due to the small sample size. Given that students with specific learning disorders in mathematics need special training, the findings of this study can pave the way for further research and guide educators, teachers, and therapists in the field of specific learning disorders in mathematics.

Considering the importance of teaching and evaluation methods in the curriculum, the present research was conducted to identify the effective components in implementing the teaching and evaluation methods of the elementary school math curriculum.

Regarding purpose, this study was applied research, and the implementation method was qualitative. The study population was expert teachers in the elementary school math curriculum field of Tehran city in the 2021-22 academic year. Of these, 16 individuals were selected according to the theoretical saturation principle with purposeful and snowball sampling methods. The research tool was a semi-structured interview, the opinion of experts confirmed its face validity, and its reliability was obtained at 0.86 using Cohen's Kappa coefficient method. Data were analyzed by thematic analysis method in MAXQDA software.

The findings showed that in the pattern of effective components in the implementation of teaching and evaluation methods of elementary school math curriculum, for teaching methods were identified 14 basic themes in 4 organizing themes, including educational technology, motivation building, appropriate teaching method, and paying attention to individual differences and for evaluation methods were identified 19 basic themes in 4 organizing themes including teacher-centered and student-centered evaluation, competence and mastery of students, the rationality of evaluation, and evidence-based evaluation. Finally, the pattern of effective components in implementing teaching and evaluation methods of elementary school math curriculum was drawn.

According to the results of this study and the effective components in implementing teaching and evaluation methods of elementary school math curriculum, there is a need for experts and lesson planners to use appropriate solutions to the identified components improving the educational system condition, especially in the region of teaching and evaluation methods.

This study aims to investigate the effectiveness of practical math education in preschool on math competency and learning behaviors of children. The research method was quasi-experimental. Sixty preschool children (girls) were selected using the accessible sampling method. The children were randomly divided into two experimental and control groups. At first, the mathematical competence test was given to both groups. While the control group received a typical preschool education based on the usual textbooks and worksheets, the practical instruction was used in the experimental group. The learning program was performed over a period of six months. After completing the educational program, both groups were tested. results demonstrated a significant difference between the two groups in math competency. The study of learning activities during education showed that the program was effective in the type of activity, verbal behaviors, and engagement of children. And it has the greatest impact on the type of activity.

Many experts have emphasized on the importance of National Entrance Examination item fairness. As the detection of differential item functioning (DIF) may contribute to the fairness of high-stakes tests, the present study investigated the DIF of the Differential and Integral Calculus items on an Iranian National University Entrance Examination (INUEE) among male and female candidates under Cognitive Diagnostic DINA Model using the Wald test.

This study was a secondary analysis based on cognitive diagnostic modeling (CDM). The sample included 5000 candidates of the 2018 University Entrance Examination who were selected using random sampling from among 144,437 participants in the Mathematics and Physics Category. Once the required underlying attributes of each item were identified and specified with the help of experts, the goodness-of-fit indices and item parameters were analyzed based on noncompensatory DINA Model.

The results showed good fit of the model to the data. Besides, the results of the Wald test indicated that 5 out of 23 items were flagged as DIF, whereas all of them had uniform DIF and in favor of male candidates. In addition, 4 items had a small DIF size and 1 item exhibited a large DIF size.

The results of this study can provide Nationwide Examination item developers with beneficial information concerning the effects of gender on the performance of candidates, in order to ensure the fairness and validity of tests by detecting, modifying, or eliminating certain items.

The aim of this study was to investigate the effect of educational software based on the Ganiyeh and Briggs model Cognitive Levels of Learningand improving the attitude of math students in elementary school students.

The quasi-experimental research method was pre-test and post-test design with control group. The statistical population of the study is all third grade elementary students of the Laljin region, which is estimated to be about 250 students per student. From the mentioned population and based on multi-stage cluster sampling, 30 subjects were selected as the statistical sample that were randomly assigned to the experimental and control groups. The instrument of this study was an Icon Questionnaire Questionnaire (1979), a researcher-made and multimedia test.

The experimental group trained for 8 sessions of 45 minutes on topics (line types, geometric shapes and geometric shapes), and the control group received regular training. Before the training, both the experimental and control groups were run and the test was repeated for the two groups at the end of the training. The statistical tests including descriptive statistics such as frequency, percentage, mean, standard deviation, table, and charts, and independent t-test were used.

The results showed that the students 'learning in the experimental group was significantly increased compared to the control group, and also the results showed that there is a significant relationship between education through educational software and students' attitude. In general, the results of this study showed the superiority of this educational method.

Math anxiety is one of the factors that disrupt students 'math performance, but the question is, are mathematical anxiety and math self-concept correlated with students' math anxiety and math performance?

To investigate the mediating role of mathematical memory and math self-concept in the relationship between mathematical anxiety and mathematical performance in students.

This was a descriptive correlational study. The statistical population of the study consisted of all students in the experimental period of Meybod city during the academic year of 1398-1989. 260 students were selected by cluster random sampling., Dale and Azov Paradat (2012), Marsh's Mathematical Self-Concept Questionnaire (1990), and Mathematics Lesson Score at the end of term. Data were analyzed using path analysis.

Math anxiety predicts students' math performance negatively (P<0/05). Mathematical anxiety had a direct and significant effect on mathematical performance with the mediator role of activator memory and mathematical self-concept (P<0/05).

Active memory and self-concept can influence students' mathematical anxiety and performance.

The purpose of this research was to developing of an educational Package for training executive functions and examining its effectiveness on academic achievement of third-grade underachiever pupils. The research method was experimental with pre -test and post-test and follow up with the control group. The educational software package included 10 games and also 10 games with pencil-paper content.Educational training for executive functions, attention, working memory, inhibition, organizing and planning was prepared. For any executive function, 2 educational game pencil-paper and 2 software game were considered. In order to investigate the effectof the training package on academic achievement of 34 underachiever pupils from elementary school to pick random sampling method and were randomly divided into two experimental and control groups. The experimental group was trained for 20 sessions. The data were analyzed using variance with repeated measures and analysis of covariance. The results showed that training package of executive functions could be effective in improving academic achievement of the subjects. The improvement in the subject of reading, spelling, and math was the least improvement, seen in reading comprehension. By controlling the age and intelligence, executive function of the impact of the intervention on reading comprehension decreased, so that there was no significant statistical difference between the average reading comprehension test of experimental and control groups. Thus, it can be concluded that training package designed for executive functions could improve student achievement in lessons on reading, spelling and math are effective and lead to decreased academic distance between normal and underachiever students.

problems reading and math ability is one of the most fundamental problems faced by children with learning disabilities. This study aimed to investigate the effects of neuropsychological rehabilitation of attention and memory performance of students with learning disabilities in dyslexia & Dyscalculia was performed.
This study is a quasi-experimental design with three test groups, respectively. The study sample was the city of Tabriz , and samples were selected from the divisions of learning disorders. Sampling was random. The number of treatment sessions 20 sessions and each session lasted 45 minutes. Instruments included neuropsychological rehabilitation program Sound Smart computerized test of attention and memory selected - the attention is scattered. Data analysis was performed using multivariate analysis of covariance.Data analysis showed that mean scores of pre-test and post-test experimental and control groups there was a significant difference (P

The aim of this research was to study the relationships between the types of memory and academic achievement of students with learning disabilities. The method of research is descriptive-corelation. The statistical population was students with learning disabilities in Urmia. Sample size of this study was 120 students which was choosen by simple random sampling. To measure working¡ short-term memory and long term memory of students were used Daneman & Carpenter questionnaires and Della Sala¡ Lagie¡ Maylar questionnaire. Academic achievement is evaluated by students’ scores. Reliability of questionnaire by Cronbach''s alpha are 0.90 for short-term and long term memory and reliability of working questionnaire by split half is 0.84. The results showed that there is positive relationship between working¡ short-term and long-term memory performance and academic achievement. There isn’t a significant positive relationship between age and short-term memory of students¡ but there is significant and positive relationship between age of students and their long term and working memory performance¡ so that empowerment of memory has been related to increasing the academic achievement¡ hence reinforcement of the memory performance is caused the development of the academic achievement.