---

The ways that mathematics teachers listen to students’ explanation, influence their understanding of students and their teaching activities. If teachers be informed about different ways of “listening” to students’ ideas and conceptions concerning mathematics, they might be able to use listening as an effective teaching method to enhance students’ mathematical learning. The related literature indicates that teachers’ familiarity with different “listening” approaches, could potentially help them to set up the stage for more interaction between students, teachers, and their learning environments. In such cases, students are gradually become skillful in realistically assessing their ideas, revising them and deepening their mathematical learning. We, thus, designed and conducted a study with five mathematics teachers in grades 6 to 8, to learn more about the ways they listened to students in their mathematics classes. All participants were volunteered female teachers with at least bachelor degree in mathematics. The research paradigm of the study was qualitative and the research method was phenomenography. Therefore, observations and interviews were the main instruments for the data collection. As Marton (1988) suggested, the categories of descriptions made up the main results of this research. So, the findings are three major and distinct categories to reveal the commonality and differences of the nature of “listening” concerning mathematics teachers in their classrooms. These categories had great consistency with Davis’ (1997) theoretical framework of three approaches to “listening” including evaluative, interpretive and hermeneutic. 

---

Abstract: The main purpose of this paper is introducing modelling and application as a research domain in mathematics education through reviewing related literature. The first purpose of this review is to give a more clear meaning of modelling and application, and base on that, makes the distinction between modelling in mathematics education & modelling in other scientific domains. There are some other terms like Numeracy Quantitative literacy Mathematization and Word Problems that with some tolerance, are taken as equivalent term to modelling. However, modelling has salient differences with every one of them. Second purpose of this paper, is to introduce modelling cycle and its steps. Third, some researches who are working in the domain of modelling and application will be reviewed and then methodology and results of one of them will be mentioned. Finally, several open research questions for future research in the domain of modeling and application will be announced.    

---

The main purpose of this study is exploring the roots and foundations of Schwab’s deliberative theory in curriculum. Therefore, after examining this theory in introduction, its foundations and origins were investigated. According to this, basic assumptions of this theory are practical and quasi practical arts, eclectic arts, commonplace and collective decision. Aristotle’s distinction between intellectual and moral virtues, knowledge categories and learning by doing are among the most important origins of Schwab’s’ theory. Distinction between theoretical and practical in Dewey’s ideas, his viewpoints on thinking along with pluralism are the essential foundations to evolution of Schwab’s theory. On the other hand, Haberma’s instrumental – communicative dualism, dialogue between commonplaces to achieve the goals and dialogue conditions and also decision making in micro level based on the communicative rationality, have some important implications for Schwab’s deliberative theory in curriculum.

---

Main purpose of current study is Content analysis of mathematics textbooks in primary and secondary school in terms of the amount of activities which designed based on problem-posing approach. Type of this research is qualitative and mathematics textbooks in grades 1-9 which published in 1398 school year were considered as statistical population. In this regard, firstly, the key words that confirm the problem-posing were identified, then the situations were identified in the textbook, and finally the situations were categorized   according to theoretical framework from literature. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks which 60 percent of them appeared in the second three years of primary school textbooks. Moreover 67.5 percent of these problem posing situation have semi-structured context. Comparison between the number of problem-posing activities and problem-solving activities in mathematics textbooks show that textbooks writers had little attention to problem-posing activities.

---

Algebraic mistakes are one of the obstacles to learning various mathematical topics and progressing in higher education. Knowing about the causes of these mistakes plays an important role in improving the education system. Therefore, the present study aims at examining the opinions of mathematics teachers about studentschr('39') educational mistakes in algebra. This research is qualitative research that its sample includes 8 middle school math teachers who were selected using the purposive sampling method. In order to collect data, Semi-structured interviews were used and data were analyzed using the coded method and the Categorize similar content. The findings of this study showed that the three categories of "knowledge acquisition process", "student individual characteristics" and "teaching elements" are usual and specific reasons for studentschr('39') mistakes in algebra from the teacherschr('39') viewpoint.