Showing 3 results for Reyhani
Mojtaba Eskandari, Ebrahim Reyhani,
Volume 2, Issue 3 (9-2014)
Abstract
Abstract: In the first part of this study, first a brief introduction of problem posing was present and then, some frameworks and classifications of problem posing were reviewed. In the second part of the study the research that has been conducted in Iran was introduced. This quasi-experimental study was conducted with experimental and control groups which aimed to investigate the impact of fostering mathematics problem posing skills on 8th grade students’ ability to solve mathematical problems. The findings of the first part showed that problem posing skills was associated with problem solving ability, creativity and divergent thinking, and they improved each other. Problem posing process also could be used as a tool to gain a greater awareness of what's going on in the minds of students. T-test analysis of the second part of paper showed that doing problem posing activities in the classroom made a significant difference in students' problem solving skills.
Ms. Haleh Sheikholeslami, Dr. Gholamali Ahmadi, Dr. Alireza Assareh, Dr. Ebrahim Reyhani,
Volume 7, Issue 13 (3-2019)
Abstract
Recently, the National curriculum of Islamic Republic of Iran has been developed by the Ministry of Education to provide educational policies. In this document, an implicit emphasis on so called context base aspect of the program can be seen in the mathematics curriculum framework section. In this paper, I first, introduce the different aspects of context base Mathematics Education, and then this educational approach has been traced in the newly written mathematics textbooks in Iran
Mrs Seyede Sedigheh Asgari, Dr. Ahmadreza Nasr, Dr. Mohamadjavad Liaghatdar, Dr. Ebrahim Reyhani,
Volume 8, Issue 15 (3-2020)
Abstract
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.
