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Showing 6 results for Gholamazad

Soheila Gholamazad,
Volume 2, Issue 3 (9-2014)

Abstract: In the late 70's, in reaction to both "New Math" movement in the United States and "mechanistic mathematics education" approach to mathematics education in Netherland, Realistic Mathematics Education (RME) has been introduced by Freudenthal and his colleagues. In this educational approach, Freudenthal considered mathematics as a human activity. Based on this approach, education should give students the opportunity to re-invent mathematics by doing appropriate activities. 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 “realistic” aspect of the program can be seen in the mathematics curriculum framework section. In this paper, I first, introduce the different aspects of RME, and then this educational approach has been traced in the newly written mathematics textbooks in Iran.    
Mr. Morteza ءortazavi, Dr. Zahra Gooya, Dr. Hasan Malaki, Dr. Soheila Gholamazad,
Volume 8, Issue 15 (3-2020)

The present study aimed at identifying the challenges of “descriptive evaluation” program launched by the Ministry of Education in Iran in 2004, nationwide. The research was designed through employing qualitative approach and phenomenography to better understand the challenges which elementary teachers had with evaluation of “mathematics” as one of the subject matters. The participants of the study were 24 elementary teachers who voluntarily participated in this study.  The data were collected through semi- structured interviews, a focus group and researchers’ field notes and their interactive discussions about interviews and focus group. Four main categories of challenges were identified: “policy- making”, “executive- education”, “conceptual” and “social- cultural”. It is concluded that a clearer picture of challenges that elementary teachers encounter with this program while teaching mathematics needs to be presented. It is necessary for policy- makers and planners to find more rational solutions for these challenges.

Miss Nasim Imani, Dr. Maryam Mohsenpour, Dr. Soheila Gholamazad,
Volume 9, Issue 17 (3-2021)

The aim of the present study was to investigate the educational activities of the preschool mathematics books regarding geometric shapes using documentary method. For the analysis, we used the document published in 1396 (2017) by the Ministry of Education in Iran for preschool level., as well as the zero, first and second level of the revised Van Hiele Model (Clementes and Batista, 1992) including Pre-recognition, Syncretic and analysis as the criteria. At first level, 10 criteria for analyzing activities of geometry shapes from the first three levels of the revised Van Hiele Model (Clementes and Batista, 1992) exteracted. Then five textbooks which were recommended by Education Growth Bibliography, Welfare Organization and several preschool centers selected and their geometric shapes content evaluated according to the 10 extracted criteria. Results showed the highest frequency of educational activities belonged to level one and the lowest frequency beloged to zero level of the revised Van Hiele model. The study concluded that the content of the preschool mathematics books needs to be revised and the educational activities of higher level than two recommended to be transferred to higher grade mathematics textbooks.
Dr Soheila Gholamazad, Dr Zahra Gooya, Dr Alireza Kiamanesh,
Volume 9, Issue 18 (10-2021)

This study is to explain the criteria and indicators of the ideal form of school mathematics curriculum in Iran. For this purpose, the national documents of the education system in Iran and related research findings to school mathematics curriculum were examined. The Akker’s ten-component model for the curriculum was adapted as the framework for this study. In order to ensure the balance and effectiveness of the curriculum, in this framework, each of the components address a specific question. By answering them, criteria for the components of the school mathematics curriculum were presented. The research method of the study was document analysis and qualitative content analysis in the form of inferential. To validate the presented criteria, a number of mathematics educators and curriculum specialists participated in this study. Finally, for each of the components introduced in the framework, the criteria and indicators of the ideal form of mathematics curriculum were determined.
Mahboobe Zadshir, Alireza Assareh, Sohaila Gholamazad, Mohammad Reza Emam Jomee,
Volume 10, Issue 19 (3-2022)

The aim of this study was to design and validate the elementary school math curriculum model based on cognitive approach. The research method is mixed. In the qualitative section, first, according to the findings of the research of Zadshir et al. (1401), the characteristics of the ten elements of the mathematics curriculum were extracted with a cognitive approach. Compiled and designed the initial model. In the quantitative part, a researcher-made questionnaire was used by the survey method to validate the designed model, and the designed program was validated by experts in cognitive sciences, mathematics education, and curriculum planning. And after reviewing the opinions of experts about the designed model, the final model was designed. In the last step, to validate the designed model, the data obtained from the quantitative part were analyzed using descriptive and inferential statistics. The obtained results indicate the validity of the designed model.

Dr Soheila Gholamazad,
Volume 10, Issue 20 (12-2022)

Following the latest mathematics curriculum reform of the first cycle of elementary education in Iran and the experience of about a decade of implementation of this program, the aim of the present study was comparing the intended implementation of this program with the implemented mathematics curriculum. The framework used in this study is Akker's 10-element model, which considers the various components in the curriculum. Identifying the characteristics of the implemented mathematics curriculum in the first period of elementary school was done using the triangulation design. For this purpose, qualitative data were collected through observing the teaching process in classrooms, semi-structured interviews, teachers' reports, and focus groups. The findings of this study showed some differences, shortcomings and weaknesses in the implementation of the curriculum, which were discussed and presented separately for the elements of the program. Finally, 25 solutions emerging from the findings of this research were proposed for future planning.

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