The Gap between Theory and Action through a Model for Classroom Inquiry

This paper reports an investigation about lower secondary teacher professional development program in Iran that seventy teachers of mathematics participate on that. In this program, lesson study and action research are used to create a model for classroom inquiry. The first and important purpose of this model was to filling the gap between theory and action. Results of this study show that it is possible to combine lesson study and action research. Finding of this study also show that using the model for classroom inquiry can be helpful in decreasing the gap between theory and action. Finally, paper will be finish by introducing some obstacle that occurred within the accomplishment of the teacher professional development program.

Using mathematical ideas from carpet and carpet-weavers as a context for designing mathematics tasks

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CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design

Introducing a Teaching Technique for Reducing Students' Mistakes in Simplifying Algebraic Expressions

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Emergence of Computational/Algorithmic Thinking and Its Impact on the Mathematics Curriculum

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Fifth-grade students construct decimal number through measurement activities

International audienceIn this study, a teaching experiment was used in which fifth grade students developed their own knowledge about decimal number based on their prior knowledge and real life actual experiments. A Realistic Mathematics Education approach was used for designing this research. Participants in this study were 27 students from a primary school and they did not have formal instruction at school on decimal number until participating in the current study. These students engaged in some measuring activities during four sessions in two weekends. They discovered the idea of calibration of a measurement unit and tried to use this idea for measuring the length of objects. This study shows how real life experiments of students help them to calibration a measurement unit

Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum

The so-called fourth industrial revolution, based upon widespread use of data analytics, rapid refinements in artificial intelligence and its applications, and near universal access to high-speed Internet supporting cloud storages, has created economic and social conditions that require an increasing supply of ICT skilled workers. If one of the important purposes of school mathematics is to help young people to understand these conditions and prepare them to take part in this revolution in their future work, then, among other issues, computational/ algorithmic thinking (CT/AT), which underpins the above conditions, can be expected to assume a more visible place in the mathematics curriculum of the future. This chapter summarises recent research on CT/AT and outlines current trends, challenges and possible directions for the future of school mathematics curriculum that should foster developing CT/AT

The role of reflection before action, on action and after action on mathematics problem solving for engineering students

Mathematics subjects are important in engineering fields and have a significant effect on academic performance of engineering students. Some researchers recognized mathematics as a path for talented students to enter in engineering. It is also a factor of progress or failure of engineering students. The aim of present study is to investigate the trend of mathematics problem solving of engineering students with a reflective approach. A purposive sample was selected among the students of three engineering subjects which were civil, mechanical and electrical engineering of Bahonar University. The data was collected using interview sessions. It was a challenge in this research to explore the students’ solutions by using reflection during their mathematics problem solving. Applying reflection in investigating and discovering solutions of problem solving processes are studied. Some of findings indicates that reflection in three categories (reflection before action, reflection on action and reflection after action) has a positive effect on mathematics problem solving of engineering students and also it has improved the mathematics problem solvin