The Effect of Mathematical Discourse-Based Education on the Ability of Performance and Maths of Students in the Sixth Basic Elementary School

1022/5000 The purpose of the research was to investigate the effect of mathematical discourse on the ability of reasoning and math performance in sixth grade elementary school students. The statistical population of the study is all sixth grade elementary students of Ahwaz city in the academic year of 1966-97. The sample size consisted of 50 students selected by multi-stage random sampling method and assigned to two groups of 25 participants. The tools of this study were tests of the ability of mathematical reasoning and performance, consisting of mathematical questions, the reasoning and cognitive domain of the mathematical thesis test. Their reliability was 79.0 and 77.0, respectively. The three-step training program; action, exploration, discussion and summarization, and with the ten strategies of the Cyrillic classroom discussions, was conducted in 16 sessions for the experimental group. Training was conducted in the conventional control group. The results of covariance analysis showed that students' math abilities in cognitive domains and the ability of mathematical reasoning in the experimental group are more than the control group. Therefore, discourse-based education, in the form of classroom discussions, increases the ability of math students to The cognitive domains and their mathematical reasoning ability are the study of Thais.