مجله پویش در آموزش علوم پایه
سال پنجم شماره 1 (پیاپی 14، بهار 1398)

Improving teaching quality and training teachers to be acquainted with novel teaching strategies have gained universal approval by Education Systems in recent years. Considering the emphasis in Iran’s education system on implementation of traditional techniques based on repetition and memorization,which result in low efficiency and poor quality of students’ learning, training instructors to be knowledgeable about novel teaching strategies aiming to enhance students’ education and learning quality is pivotal. Integrated Physical Education Training Method is one of the newfangled methods in education system,and through fostering the child’s creativity and critical thinking, it strives to instruct mathematics to students by creating an opportunity for them to experience and explore with student-centered approaches such as physical education.Developed countries have employed Integrated Physical Education Training Method in form of a Combined Teaching Method in their primary education as an effective and modern teaching strategy. Its implementation in the country’s education system requires acquainting P.E. teachers with it and addressing challenges regarding its recruitment. The present article illustrates the importance and necessity of Integrated Physical Education Training Method based on Olympism Ideology in instruction of fundamental sciences including mathematics in primary education. It also elucidates the basic requirements of instructors in exploiting this methodology.

Argumentation and proof are important and valuable aspects of mathematics. Without realizing the arguments and proofs, the full understanding and understanding of the students of mathematics will not be realized. Understanding the methods of reasoning makes students more aware of mathematics and its beauties and develops their rational thinking and makes students do not look at mathematics as a mere procedural knowledge. Mathematicians have proven worthwhile arguments and arguments that are not worthy of consideration. In this article, the views of some mathematicians and mathematicians on the reasoning and the proof of its importance and necessity are expressed. Arguments are also described along with examples. Among the methods of reasoning that we are discussing in this article are: intuitive understanding, allegorical reasoning, inductive reasoning, mathematical induction, deductive reasoning, and the method of posterior argument. In this paper, each of them is defined and described, and the strengths of each one are expressed.

The objective of this research is to study students' understanding of the concept of integral in the framework of APOS theory. Finding a method and approach leading to conceptual understanding of integral is a challenge faced by most of mathematics teachers. APOS theory is one that is used to study learning mathematical concepts at universities. This is a qualitative study using survey method. This paper reports the analysis of students' answers to seven questions about integrals of functions. According to the findings most students have failed to get a conceptual understanding of integral. They solve integral problems only if they have access to a routine solution. According to APOS theory most students are in action and process levels and a few manage to get higher levels and form a schema of integral.so we can use APOS to growth student undrestanding ib intrgral concept,for this we must work on teacher educvation in math.

In this study, the curriculum of chemistry in Iran and Japan was studied using comparative method and Beredy pattern. The following components of the curriculum (foundations and philosophy, goals, content, teaching-learning (training) and evaluation methods) were investigated. The results show that the components of Iranian chemistry curriculum are rich in content and purpose, and many similarities with the education system of the country have advances such as Japan, but are very different in the teaching method. In Iran, emphasis is placed on the teaching method of lectures, while empirical sciences such as chemistry are considered to be test-oriented sciences. Hence, these lessons should be taught along with practical work such as a simple test. Therefore, practical activity should become one of the essential pillars in the teaching of experiential sciences. Therefore, paying more attention to new ways of teaching and educating, promoting the curriculum of chemistry in Iran, and promoting the level of learning of learners in the field of experimental sciences such as chemistry.

In this paper we investigate the role of women in the mathematics and, in particular, the importance of female teachers in mathematics education. The gender stereotypes in the world have always tried to exclude women from mathematics, but in history, women have made fundamental changes in mathematics. So, we must try to create better opportunities for women to learn mathematics more and more. Nowadays, in almost all girl's high schools and in most primary schools, women teachers teach math for students. Thus, we study the importance of the role of women as a math teacher in the point of views: professional development and the scientific foundations of women's mathematical teachers, changing the attitudes of female teachers toward mathematical education for girls and the teachers' skills in motivating and controlling anxiety of students. In addition, by some experiences from the author, we explain the effect of female teachers on motivating and encouraging students, especially female students, to learn math and reduce stress of students in the math classroom.

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.