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Recently, the National curriculum of Islamic Republic of Iran has been developed by the Ministry of Education to provide educational policies. In this document, an implicit emphasis on so called context base aspect of the program can be seen in the mathematics curriculum framework section. In this paper, I first, introduce the different aspects of context base Mathematics Education, and then this educational approach has been traced in the newly written mathematics textbooks in Iran

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The main purpose of this study is investigating the internal consistency of the electrotechnical field curriculum in technical and vocational branch from the view point of stakeholders. This study is practical in purpose and is done using the quantitative method. The statistical population includes all of the educational manager, teachers and students of electrotechnical field in Yazd province. A census method was used to select the sample. In order to gather data, the researcher-made questionnaire was used. The questionnaire validity and reliability was respectively confirmed by CVI index and Cronbach's alpha coefficient. Eventually Data were analyzed using descriptive and inferential statistics. Tottally, according to Kessels theories in curriculum internal consistency and study findings, the electrotechnical field curriculum does not have the necessary internal consistency and some measures were proposed to increase it accordance with Kessels theories.

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The-present study investigates the"phenomenology of-evaluating learning outcomes".In-terms of-purpose, application and-method of-conducting qualitative research is of-phenomenological type.The-research population includes all the-professors in the field of-education from the-universities in-Tehran.Using snowball sampling and-continuous comparison of-data until theoretical saturation,10of them were interviewed with-semi-structured interview.Its subject area was in-the-field of-educational sciences.The-method of-data gathering includes field studies,library studies,and-semi-structured interviews.In-order to-ensure the-reliability of-the-research data,the-methods of-triangulation of-data sources,repeated studies,continuous adaptation of-data,summarization,classification of-information and-review of-the interviews by-the-interviewee professors and-also by-the-main supervisors and-advisors were used.In-order to-evaluate the-validity of-the-data obtained by-purposive sampling method from the-opinions of-36-professors of-other universities in-Tehran who have expertise in-this subject were used to-achieve theoretical saturation.The-data of-this study were analyzed using the-seven-step model of-Wan Manen and- Finally,5-structures(nature of-evaluation,evaluator(teacher),nature of-learning outcomes,evaluated(student)and-nature of-curriculum),17-dimensions,87-categories and-320-indicators of-phenomenology of-evaluating learning outcomes in-the-format of-a model were identified.The-Findings show that the-evaluation of-learning outcomes is surrounded by-5-mentioned structures;and-the-obtained structures,dimensions and-indicators are related to-each other and-all of-them contribute to-the-measurement of-learning outcomes and-have the-same value.

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in this study,an attempt has been made to analyze the relationship between the variables affecting the curriculum with emphasis on entrepreneurship in Tehran universities. At first, by studying the background of related researches, the variables were identified and screened with the opinions of experts by fuzzy Delphi method.The statistical population consists of 30 faculty members and experts in the qualitative section and 385 people in the quantitative section with the Cochran's formula.Fuzzy network analysis is used to determine the weight and interpretive structural equations are used to level and analyze the relationships between variables.Based on the findings of fuzzy network analysis,the following variables of interaction with institutions supporting the implementation of joint international activities, entrepreneurial attitude, lending through banks, the use of information and communication technology in teaching and coordination of optional courses with individual needs in terms of Teachers have the most weight and importance 

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Abstract The main purpose of the study is to design a valid model for the problem-oriented curriculum in elementary mathematics. The research approach is quantitative. In designing the model, which was done by structural-interpretive modeling method, 19 specialists of curriculum planning and mathematical education of Arak city participated. To determine the validity, with the method of partial least squares, the designed model in the form of a researcher-made questionnaire was provided to 355 specialists by random sampling method. By identifying the components of objectives in three levels of cognition, attitude, skill and curriculum content, method and evaluation of the problem-oriented curriculum model were designed and validated.. Findings showed that the characteristics of objectives in level "cognitive" and "attitude" are considered as the underlying components of the problem-oriented curriculum model in mathematics and affect the characteristics of objectives at the skill level. Skills characteristics also affect curriculum content characteristics, method, and evaluation.

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The purpose of this study is to design an educational program using dialogic education approach to cultivate the aesthetic perception of student teachers using A/r/tographical learning tasks.The research was a qualitative one and opted for normative method consisting. Finally,11 learning tasks were developed.

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The main purpose of this research was to investigate the barriers, facilitators, and continuance of implementing a creative instructional method (Collaborative prototyping of digital educational games using design thinking). This study employed a phenomenological study as a qualitative research method. The data were collected using a semi-structured interview. Participants included 20 teachers that have experienced the method mentioned above in their class teaching in primary schools. An abductive content analysis was conducted to determine the main and sub-categories. The identified barriers and facilitators were categorized according to the stages of the design thinking process: empathy, definition and idea generation, prototype construction and evaluation. Regarding continuance factors, six categories were identified: learning and instructional activities, content organization strategies, game conditions, teacher-related factors, student-related factors, and evaluation-related factors. Future research suggestions were discussed in light of the study findings.

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The present article has been done with the aim of meta-analysis of the works of research teachers in Zanjan province and has used the combined meta-analysis method and six steps of Krippendorf. From the statistical population of 129 selected works of the province, 51 works have been selected as the study sample. Data were extracted with the help of three analysts using three checklists. Research findings in terms of form show more attention of research teachers (female, elementary school, intermediate work history,…) in the field of educaotin and learning, in the methodological view indicate more use of critical approach by research teachers in Problem solving, from the combined method in data collection and analysis, from the theoretical background in proposing solutions and also; In terms of cognitive concept, it indicates that most of the issues of teaching and learning are related to the structure and method of education.