Volume 8, Issue 15 (3-2020)
نظریه و عمل 2020, 8(15): 151-192 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Asgari S S, Nasr A, Liaghatdar M, Reyhani E. (2020). The Method of Introducing Algebra In The Mathematics Textbooks In Different Historical Periods In Iran And Its Relation To The Organization Of Algebra In Seventh-grade Mathematics Textbook By The Mathematics Teachers. نظریه و عمل. 8(15), 151-192.
URL: http://cstp.khu.ac.ir/article-1-3050-en.html
URL: http://cstp.khu.ac.ir/article-1-3050-en.html
Abstract: (5510 Views)
The aim of this paper is to study the relationship between algebra content formation in mathematics textbooks and the mathematics teachers’ current knowledge. Based on this aim, we have considered three subjects: 1. mathematics teachers’ current knowledge of algebra, 2. the beginning and presentation methods of algebra content on the number of selected previous textbooks and 3.the role of previous textbooks content in teacher knowledge forming. Research Methodology had been a survey, content analysis, and historical and documentary analysis. This study showed that the teachers' knowledge and teaching methods do not coincide with the algebra content of the current seventh-grade mathematics textbook, and about 30% of teachers’ knowledge is based on the experiences of the previous textbooks.
Keywords: Mathematics teachers’ knowledge, Mathematics textbooks, Algebra, The history of curriculum
Type of Study: Research |
Received: 2019/05/28 | Revised: 2020/12/31 | Accepted: 2019/12/8 | Published: 2020/04/15
Received: 2019/05/28 | Revised: 2020/12/31 | Accepted: 2019/12/8 | Published: 2020/04/15
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
