fourth grade

The purpose of the current research is to design a consolidated curriculum model for the fourth grade of elementary school with a thematic approach. For this purpose, qualitative content analysis has been used. The research community includes all textbooks and teacher's guides for the fourth grade of the academic year 1402-03. In order to prepare a practical guide for the consolidated curriculum suitable for the fourth grade, sampling was omitted and the entire research community was investigated. Information was collected by check. A four-step coding process was used in data analysis. First, semantic units were extracted by carefully examining each book. In the next step, semantic units were coded. In the third step, through grouping, the codes that had something in common were classified. In the last stage of the relationship between the classification of codes, the subject or theme and the main theme were determined. The validity of the integrated themes was assessed by 10 teachers with experience in the fourth grade of elementary school and 5 professors of Farhangian University in the Department of Educational Sciences specializing in elementary school education. The final results showed 9 main themes, which include: important needs, financial literacy, scientific, literary and religious figures, institutions, similarities and differences, change, kindness, effort, protection; is. Finally, based on the theme of the needs, a consolidated model of the fourth grade was set. Therefore, it can be concluded that the skills and concepts of the fourth grade have integrated themes, and it is possible to design and implement a consolidated curriculum model in the fourth grade, which causes students to learn more deeply.

Reading skills are one of the most basic learning needs of students, especially in elementary school. This skill is essential for understanding and solving the problems of different courses. Learning to read requires more effort and direct training than listening. The aim of this study was to investigate the effect of bag reading method based on social constructivism approach on the skill and attitude dimensions of reading in fourth grade elementary students of Abadeh city. The research is a quasi-experimental study and its statistical population included all fourth grade elementary students in Abadeh in the academic year 1399-1400. Among them, 30 female students were selected by simple random sampling and assigned to the experimental and control groups. Measurement tools included Perls reading literacy test and McCann Walker (1995) Reading Attitude Questionnaire. The subjects in the experimental group were trained to read according to the reading bag method during 12 sessions. Research data were analyzed by analysis of covariance. According to the results of the study, the bag reading method increased the skill and attitude dimensions of fourth grade students in Abadeh city. The results showed that reading education inspired by the social constructivist approach can be used to strengthen reading skills and increase the attitude of the reader towards reading.

Nowadays, improving the quality of education and training is considered a very important necessity, due to several reasons such as budget reduction, lack of suitable educational facilities, low level of knowledge and skills of graduates, extensive content of books, monotony in the classroom and lack of motivation of students. . This study was aim to investigate the effects of gamification on problem solving performance, motivation and learners' engagement in mathematics lesson of fourth grade female students in Shahin Shahr district of Isfahan in 1400-1401.The data collection tool included a researcher-made test to measure students' problem solving in the mathematics lesson of fractions in the fourth grade of elementary school and the motivation and learning questionnaire of Ho et al. (2016) with three scales of surface motivation, deep motivation and progress. Also, Reev's questionnaire (2013) was used to measure academic engagement with three levels of causal, cognitive, emotional, and behavioral engagement. Descriptive and inferential statistics were used to analyze the data and the data were analyzed using SPSS-23 software. The results of multivariate covariance analysis showed that gamification was effective on problem solving performance, types of motivation and academic involvement of fourth grade elementary students. (p<./.5). According to the obtained results, it can be said that gamification has a positive effect on the performance of problem solving, surface , progress and deep motivation, as well as on the types of academic engagement, behavioral, cognitive, emotional and agent engagement of fourth grade students in mathematics.

In the age of technology, the learner must see the application of what he has learned in life. Due to the benefits of integrated curriculum, many education systems have turned to integration. In the curriculum design of Iran, integration is theoretically proposed in the national curriculum document, if it should be implemented at the classroom level. For this purpose, it is necessary for teachers to acquire sufficient knowledge and skills regarding integrated curriculum. Therefore, this research is trying to take a step towards increasing the awareness of teachers about the implementation of integrated curriculum by compiling the integrated curriculum practice guide.In this research, qualitative approach and content analysis method were used. The research community was textbooks and teacher's manuals of the fourth grade. In order to validate, a semi-structured interview was used. The research population was the fourth grade primary teachers of Golestan province, Kalaleh city. 12 of these teachers were selected by purposive sampling method. After conducting the interview, the findings were provided to the teachers to confirm the validity of the conducted interview.The obtained themes are: be able - us and others - data classification and comparison - beautiful world - measure - be creative - know the merciful God better - dear Iran - scientific, literary and religious names - small economist - neighborhood - be healthyAccording to the opinion of the teachers, it is possible to implement the action guide compiled in the classroom and it can help to deepen learning.

The aim of the current research was to analyze the content of the fourth grade Persian book with the approach of revealing successful intelligence and to provide information and suggestions to the planners in order to improve and correct this book. Considering the nature of the research topic and the limitation of the statistical community, sampling has been omitted, and all of them have been considered as samples. The data collection tool is the content analysis list of textbooks, which was prepared and compiled after studying the theoretical foundations and legal frameworks, and its validity was determined by educational science specialists and relevant experts. The checklist measurement tool was based on the content analysis unit: text, photo, paragraph and exercise. The research results have been investigated and analyzed using descriptive statistics and entropy index. Entropy coefficient was calculated based on Shannon's formula, which showed that based on the three dimensions of successful intelligence, which includes analytical, creative and practical intelligence, the most weight is related to adaptability. With the environment, the ability to analyze, interact, use practical skills, exploration and continuous learning

The purpose of the present research is to solve the reading disorder of Alireza, a fourth grade student of Hejart Ichi Elementary School. The research method is a library method in the form of action research. For this purpose, in order to solve the problem of reading in my student, the existing researches in this field were examined and according to the findings of the researches, I found solutions to solve this problem. The results show that the use of educational cards has been able to significantly improve Alireza's reading skills. Also, the results showed that the use of educational card and descriptive evaluation board has been effective as a stimulus to create more student learning and by stimulating the student's motivation, it has strengthened his reading skills. Alireza, who was extremely weak in reading and could not easily memorize the lessons and often lost the lines and read some words with a lot of pause, now by using the implemented strategies, he can easily memorize He can read the text of the book fluently and has no problem in reading the lessons. Therefore, it can be said that the teacher has succeeded to a large extent in solving the student's reading problem.

The purpose of this study is to evaluate the content of the elementary school’sfourth-grade mathematics textbook according to the Timss test indicators. Thedescriptive research method and target population included the content of thefourth-grade mathematics textbook. The sample size included all the content ofthe textbook. To collect data, a researcher-made checklist was used to comparethe content of the fourth-grade math textbook with the TIMSS test documentsin both content and cognitive domains. The face validity of the degree ofconformity of the content of the math textbook in the fourth grade with thedegree of content and cognitive growth and the mental capabilities of thelearners of that grade was confirmed with the indicators of the TIMSS test. Thecorrelation coefficient was 0/84, and reliability showed the degree ofcompliance. The collected data was analyzed using percentage and frequencyindicators. Results revealed that there needs to be more concordance betweenthe content of the fourth-grade math textbook in Iran and the content dimensionof the TIMSS test, and all the sub-sections need to be covered. The section ofnumbers and its sub-sections fully present arithmetic computational andnumbers in the textbook. However, the materials in the geometric shapes andmeasurements section, especially the material related to data representation inthe textbook, could be presented better. Moreover, the other findings of thisresearch in the cognitive dimension showed that the content of the mathematicstextbook in the cognitive field is mainly devoted to the topics of knowledge, thento applications, and finally, a small part of it is dedicated to reasoning, and it doesnot fully comply with the contents of the Timss test.

The current research was conducted with the aim of examining the content of the fourth grade books from the perspective of individual differences, using the inductive content analysis method with a qualitative-quantitative approach, with a statistical population equal to the sample (census) and the analysis unit of text, image, activities, table and graph. After examining the results of previous researches and the content of the textbooks of this grade and performing the coding process, a researcher-made checklist was obtained which includes 8 components and 25 indicators. For males, the highest amount of attention was given to reading-writing style, service jobs and world culture, respectively, and the least amount of attention was given to hot and humid weather, sports fields, rural life, commercial jobs and ethnic culture, respectively.

Considering the vast amount of information on fourth graders’ poor skills in reading comprehension, especially when reading literary and informational texts, and the general agreement on the teaching methods being the main culprit, it was decided to examine the use of the cooperative method of teaching reading as a possible solution for the said problem. A random sample of 100 fourth graders from among 2887 such students in School District 18, was divided into four groups, two experimental groups, and two controls. All groups, before and after the treatment, were given the Reading Literacy Test, taken from PIRLS 2011, and based on two texts, one literary, and the other informational. Data analyses revealed that the use of cooperative method in teaching reading significantly improves reading comprehension skills right across the board.

The aim of this study was to investigate and compare the performance of fourth grade girl and boy students in solving mathematical word problems based on the Newman error analysis model. The research method is descriptive survey. The statistical population is the fourth grade students of Tehran's 12th district that 339 students were selected by using cluster sampling. The instrument is a researcher-made test consisting of four descriptive questions whose face and content validity was confirmed by several professors and experts in mathematics education. The reliability of the instrument was obtained according to Cronbach's alpha coefficient of 0.8, which was at a desirable level. According to the results, there is a significant difference in the performance of girls and boys in solving word math problems and in general, boys had less difficulties in solving these types of problems. The results showed that students' excessive reliance on their procedural knowledge and shallowness of their conceptual knowledge can be one of the reasons for their weakness in solving word problems. Also, the small number of word problems presented in the mathematics textbooks of the first to fourth grades of elementary school and as a result of insufficient education in this regard are other negative factors affecting students' ability to solve word problems.

Word problems, despite their difficulties, are of great importance in mathematics. Many students' ability to solve word problems is lower than their ability to solve computational problems (Burns, 2000; Miller et al., 2017). It can be argued that understanding these kinds of problems requires an active interaction between linguistic knowledge and mathematical knowledge. If these difficulties are not solved in the early stages of learning math, these difficulties will become more widespread over the years and reach the academic level. Therefore, initial action is essential for students' success in such problems in elementary school (Clements and Sarama, 2011). Most elementary school students, in the face of these problems, after reading the problem without realizing it, simply try to find the keywords and as soon as they find them, they start solving the problem, unaware that this method does not always lead them to the correct answer. Therefore, since elementary schools are the keystone of learning mathematics for future levels, conducting research to find students' difficulties in solving word problems as well as examining and recognizing their errors in solving such problems and eliminating them. They are very important in all grades of in elementary schools, especially the fourth grade; because this is the first grade to be addressed in the TIMSS international Study. There are several ways to analyze student errors. One of these methods is the Newman error analysis method, which includes a systematic method for analyzing the errors that students make while answering word mathematical problems. This method is hierarchical and based on the assumption that students follow orderly mental patterns in problem solving that can be divided into specific stages. Other models ignore students' specific and individual methods, which are quite vital (Clarkson, 1991). According to Newman, in order to reach the correct answer in solving word problems, one must go through five hierarchies: read the problem; understand what he/she has read; to be able to choose an appropriate mathematical strategy, make a mental transformation of the words used in the problem; depending on the strategy chosen, use the required process skills and finally present the answer in an acceptable written form. These five hierarchies are abbreviated as: 1) reading, 2) comprehension, 3) transformation, 4) process skills, and 5) coding. Newman used the term "hierarchy" because failure at each level prevents the problem solver from advancing properly in the problem-solving process. In solving word problems, students go through five stages, in each of which, an error may occur that prevents the student from reaching the correct answer (Clements and Ellerton, 1996). Newman's hierarchical model of error analysis enables teachers to identify five obvious difficulties students have when solving word problems, to recognize students' errors before solving problems, and to use appropriate strategies (Watson, 1980; White, 2005). Therefore, conducting research in this field will be useful. In this regard, the present study examines the types of students' errors in solving word problems using Newman analysis. The study aimed to investigate the ability to solve word mathematical problems of 4th-grade students based on the Newman error analysis model using descriptive-survey method of cross-sectional type. Among the all 4th-grade primary school students from district 12th of of Tehran, 399 students were selected by using cluster random sampling. To collect data, a researcher-made test which composed of four questions as well as Newman questions was applied. To examine the validity of the research instrument, face and content validity was used and Cronbach's alpha (α=0.82) was used for reliability. The paper and pencil tests were corrected by two raters, and the inter-rater reliability was computed. Data analysis was done using descriptive and inferential statistics (MANOVA). Based on the results, among the errors of reading, comprehension, transformation, process skills and coding, students in the process of achieving the correct answer to the word problems have the most error in the transformation (24.9%) and the least in coding (0.5%).of the Newman hierarchy stages. The results of Chi -square test at the level of 0.05 showed that there is a significant relationship between the rate of reading error and students' performance in solving math word problems (P <0.05, 2χ = 71.637). The results of Chi-square test showed that there is a significant relationship between the rate of comprehension error and students' performance in solving math word problems (P <0.05, 2χ = 61/984). The results of Chi -square test showed that there is a significant relationship between the rate of transformation error and students' performance in solving math word problems (P <0.05, 2χ = 33.543). The results of Chi-square test showed that there is a significant relationship between the rate of error of process skills and students' performance in solving math word problems (P <0.05, 2χ = 63.262). The results of Chi-square test showed that there is a significant relationship between the rate of coding error and students' performance in solving mathematical word problems (P <0.05, 2χ = 44.645).  Also, the results showed a significant difference in the performance of the two groups of boys and girls, while boys generally made fewer errors than girls. In fact, the results of Wilks' Lambda statistic showed that there was a significant difference between the total problem solving error in the Newman analysis model in comparison between the two groups of girls and boys (ƞ2 = 0.135, P = 0.002, 4.365, F (4, 394)= 4.394). The findings of this research can be used to review the word problem solving teaching process and to set up educational materials for mathematical textbooks.

The main goal of this study is to analyze the teachers attitude to the changes of the new curriculumof forth elementary level's reading and writing. The method of study that is used here is a type of quality methods which is called phenomenography. The investigated teachers were those which were teaching in Tehran zone 18 at forth elementary. Using qualitative research methods semi structured in depth interviews and purpose criterion sampling 15 cases of primary school teachers Tehran City were interviewed in deoth theoretical saturation was confirmed. Data were analyzed using coding techmiaues. the basis of the findings , that teachers atthtudes to the reading and writingcurriculum change could be grouped into four axis of teachers reaction, effective factors to their attitudes, positive spots and curriculum weakness. Teachers reaction in the acceptance ground is based on ability, sensibility and making variety through curriculum and unchangeability. Affective factors to the teachers attitude are including, teachers related factors, authorities unsuitable supports and schools conditions. Findings show that new curriculum is positive, in the case of, emphasis on ethical and cultural issues, new contents effrct with the real world and composition with other courses. The weak spots of this plan are, content change's challenging items, books unabsorbsbility for students and the loss of valuation techniques. Therefore recommended that, to increase the teachers information about the significance of this curriculum, with executing sessions and suitable training workshops, we keep the new curriculum safe in the implementing level to gain its intended goals.

The purpose of this study was to investigate and compare the trend of school climate change in primary schools of Iran as well as other countries in region who participated in TIMSS 2003 and 2007 study. Samples, instruments and data used in this study are exactly the same as those were used in TIMSS 2003 and 2007. Using Trend Study, data from courtiers participated of the 2003 TIMSS study was compared to the data from the same courtiers in TIMSS 2007 study. From the Iranian school’s principals perspectives in both studies as well as fourth grade Iranian teachers in 2007 study, school climate in Iranian schools is more favorable than the other participated countries (except Dubai and Qatar). Based on the teachers’ perspective in 2003 study the average of school climate in Iranian schools was significantly less than the average in the other participated countries. Based on teachers and school principal’s perspective, the school climate in all participated countries improved from 2003 to 2007. From fourth grade students point of views in all participated courtiers in 2003 (except Armenia) and 2007 study (except Armenia, Kazakhstan, Georgia and Iran) the school climate in their schools was inappropriate.