The Effectiveness of Implementing the Combined Jigsaw Model Along with Problem Posing in Learning the Concept of Equations in Secondary

Paying attention to the importance of interactions in mathematics class in secondary school and since algebraic and non-algebraic concepts in secondary school mathematics books are the basis for learning mathematical concepts in future courses such as university, paying attention to efficient teaching of algebraic and non-algebraic concepts in various economic sciences, industrial and ... can be used. Therefore, the researcher was investigating the effectiveness of the implementation of the combined jigsaw model with problem design compared to the traditional method in learning the concept of algebraic, rational and dumb equations of eleventh grade female students in the field of mathematics and physics. Using the semi-experimental method, traditional model and jigsaw-based teaching along with problem posing were implemented in two groups for 15 sessions of 50 minutes. The statistical population was two secondary schools for girls in a city from Tehran province in 2022-2023, where 66 female students (32 people and 34 people in control and experiment groups respectively) were selected using available sampling method. The data were collected before and after the traditional and new approach based on the researcher's mathematical test. The t-test and qualitative analysis showed that the implementation of the combined jigsaw pattern with problem design is more effective than the traditional method in learning the concept of algebraic, rational and dumb equations of the 11th grade female students in the field of mathematics and physics in Shahre Rey. Based on jigsaw teaching with problem design, courses should be held so that, based on teachers' knowledge, educational strategies will be presented through mutual thinking among teachers in the field of middle school math teaching and presented as a plan.