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Abstract: In 1996 at the first Iranian Mathematics Education Conference (IMEC1) that was held in Isfahan. I obliged myself as a mathematics educator, to inform the mathematics community at large by presenting a paper entitled “what is mathematics education?” to pave the way for the establishment of the master program of mathematics education in Iran. Now, after 16 years, we need to reflect on this rapid development and ask ourselves that “what is not count as mathematics education”. In responding to this serious question, a metaanalysis was conducted that its data consisted of the PDF files of all the rejected research papers to the IMEC12 that were coded and all the personal identification for them were removed.  The main purpose of this study is to reflect on what has happened in last 16 years, hoping to “learn from the past to avoid its repetition!”       
 
     

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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.    

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Abstract: The main purpose of this paper is introducing modelling and application as a research domain in mathematics education through reviewing related literature. The first purpose of this review is to give a more clear meaning of modelling and application, and base on that, makes the distinction between modelling in mathematics education & modelling in other scientific domains. There are some other terms like Numeracy Quantitative literacy Mathematization and Word Problems that with some tolerance, are taken as equivalent term to modelling. However, modelling has salient differences with every one of them. Second purpose of this paper, is to introduce modelling cycle and its steps. Third, some researches who are working in the domain of modelling and application will be reviewed and then methodology and results of one of them will be mentioned. Finally, several open research questions for future research in the domain of modeling and application will be announced.    

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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.    

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Main purpose of current study is Content analysis of mathematics textbooks in primary and secondary school in terms of the amount of activities which designed based on problem-posing approach. Type of this research is qualitative and mathematics textbooks in grades 1-9 which published in 1398 school year were considered as statistical population. In this regard, firstly, the key words that confirm the problem-posing were identified, then the situations were identified in the textbook, and finally the situations were categorized   according to theoretical framework from literature. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks which 60 percent of them appeared in the second three years of primary school textbooks. Moreover 67.5 percent of these problem posing situation have semi-structured context. Comparison between the number of problem-posing activities and problem-solving activities in mathematics textbooks show that textbooks writers had little attention to problem-posing activities.