nahid mehrjoo

Learning mathematics creates opportunities for pupils to develop key 21st century competencies. In support of this important curriculum, more serious efforts are needed to update the content and technique of mathematics education. The aim of    research was a comparative study of primary school mathematics curriculum in Iran and Singapore in four components of objectives, content, teaching and assessment methods.  A comparatively qualitative research method has been done using Bereday’s four-step approach. The   sample selection strategy was "Different social systems, different educational outcomes". The data were collected using documents and information available in   formal government databases, books and publications related to the research topic in the period 2021-2000, and were analyzed according to the John Stuart Mill agreement / disagreement method. The findings showed that selected countries emphasize the development of thinking skills and creative activities in mathematics education’s goals. In terms of goals, most important difference between the two countries is that Singaporean education system supporting the "problem solving" method and creating coherence between the content and skills taught to the learners. Also in contrast to Iran, in Singaporean schools, students' individual differences in content and metacognition development in learning strategies have been addressed. In order to improve the educational quality of Iran, curriculum planners are advised to consider new methods of content preparation and mathematics education.

The purpose of this study was to systematically study and present a meta-synthesis of theoretical models and research related to the consequences of aesthetic education based on attitudes (beliefs, values) and skills. The research approach was qualitative using a cross-cutting research methodology. The data were analyzed using inductive content analysis with a directional approach, in which recent research was systematically selected, and the content was analyzed and categorized. The study corpus included subject-related research published from 2000 to 2019 in reputable national and international academic data bases. Finally, among the 60 articles and books, 47 were selected by purposive sampling. First, the theoretical bases and the main themes were extracted, coded and classified. The results indicated the conceptual model in the three main classes of attitudes (beliefs, values), cognitive skills and practical (experimental) skills. It should be mentioned that categories overlap in some respects. The results of aesthetic education in the development of consequences such as understanding and enjoyment of beauty, social action, promotion of thinking, learning-based experiences and semantic connection with the real world were emphasized.

The purpose of the present research was to examine the effects of teaching learning strategies in eight fields of mental review of basic assignments, mental review of complex assignments, expansion of simple assignment, expansion of complex assignments, organization in simple assignments, organization of complex assignments, supervision of comprehension, and the affective process of motivation on the creative thinking of fifth grade primary school students. To this end, 364 fifth grade female students were chosen through the multilevel cluster sampling procedure from five geographical districts in Tehran in 2011-2012. The design of the research was quasi-experimental with a pretest and a posttest given to two control and experimental groups. The data collection instruments consisted of the Torrance Test of Creative Thinking (TTCT), including 60 items measuring the participants’ creativity, and a questionnaire of learning strategies constructed by Basiri in 1996 based on the cognitive theories of Weinstein and Mayer. The questionnaire consisted of 36 items and was given to the participants both before and after the treatment. The members of the experimental group participated in three 60-minute instructional courses on learning strategies. After the treatment period, the two experimental and control groups were compared with each other. The findings indicated that instruction had had a statistically significant effect on improving the creative thinking of the students in the experimental group.