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The characteristics of mathematical word problems at the middle school and suggested strategies to facilitae their solution process
Majid Haghverdi,
Volume 2, Issue 3 (9-2014)
Abstract
Abstract: This paper, first it has reviewed the literature on the characteristics of mathematical word problems and their solution process. The review revealed that among the root causes for students’ difficulties with mathematical word problems, two factors are salient, namely the text complexity and the unfamiliar context. To shed more light on these findings, a factorial experimental study was designed with 80 grade 7 students from a school in middle class residents. These students were randomly put into the four groups of 20 each two as experimental and two as control group. Four tests were administered as pre-tests and post- tests to compare the students regarding their problem solving skills with the intervention of two kinds of rewording familiarization and personalization. The major finding of this study is that the rewording per se has meaningful effect on students’ understanding and solving of word problem.    
The Position of Artistic Education Aspects, Content Structure and Three-Dimensional Model of Curriculum in the Art and Culture Books of the Junior High School
Mohammad Firoozi, Mohammad Seifi, Ali Hoseinimehr, Ali Reza Faghihi,
Volume 6, Issue 11 (9-2018)
Abstract
: Flourishing students' artistic capacities is among the major missions of education in the Document of Fundamental Reform. The five axes of artistic education including communication with nature, aesthetics, artistic production, familiarity with cultural and artistic history and heritage, and artistic criticism, along with the content structure of culture and art textbooks including visual arts, calligraphy, traditional arts, vocal arts and performing arts are all issues that should be considered by planners in developing potential human abilities. This study involved the content analysis of the culture and art textbooks of the junior secondary system in 2015-2016. Images, texts, and activities were taken as the unit of record. The encoding method was deductive following the topical and structural aspects of culture and art education. To validate the encoding process, a second rater encoded 10 percent of the content, indicating a correlation of 0.89. The results revealed that artistic production, aesthetics, artistic criticism, familiarity with cultural and artistic history and heritage and communicating with nature are the most significant aspects of artistic education respectively. Additionally, visual arts, traditional arts, calligraphy, vocal arts, and performing arts are the main priorities. The study of the 3D model of curriculum structure showed the application of all three activity types (prescriptive, semi-prescriptive and non-prescriptive) in the textbooks, but their content needs to be reviewed regarding the coordination of activities with the educational content presented, the form of content integration, balance and diversity, and the lack of raising students’ motivation and creativity.


The Effect of Using Diagram- drawing Strategy, on Solving Mathematical Word Problems
Dr. Majid Haghverdi, Dr. Zahra Gooya,
Volume 7, Issue 14 (10-2019)
Abstract
The purpose of this research was to investigate the effect of using diagram- drawing strategy on solving mathematical word problems of Grade 10 students in Iran.. There were 40 students that participated in this study. The data collected via one test consisting of six problems. For this test, three types of diagrams namely; network, hierarchy and matrix, were applied. The test was administered twice; first time without diagrams and second time after one week, adding diagrams to that test. the effect of three types of diagrams on solving word problems, was investigated. The results showed that, the only one that made a significant effect on students’ improvement of solving problems, was matrix diagrams. The research is suggested that the appropriateness of diagrams in relation to the structure of problem is crucial. This implies that only adding diagrams to word problems, do not guaranty the students’ improvement in word problem solving.
 

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