Showing 2 results for Algebra
Mrs Seyede Sedigheh Asgari, Dr. Ahmadreza Nasr, Dr. Mohamadjavad Liaghatdar, Dr. Ebrahim Reyhani,
Volume 8, Issue 15 (3-2020)
Abstract
The aim of this paper is to study the relationship between algebra content formation in mathematics textbooks and the mathematics teachers’ current knowledge. Based on this aim, we have considered three subjects: 1. mathematics teachers’ current knowledge of algebra, 2. the beginning and presentation methods of algebra content on the number of selected previous textbooks and 3.the role of previous textbooks content in teacher knowledge forming. Research Methodology had been a survey, content analysis, and historical and documentary analysis. This study showed that the teachers' knowledge and teaching methods do not coincide with the algebra content of the current seventh-grade mathematics textbook, and about 30% of teachers’ knowledge is based on the experiences of the previous textbooks.
Mrs. Nooshin Faramarzpoor, Dr. Mohammadreza Fadaee,
Volume 9, Issue 17 (3-2021)
Abstract
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.
