Saeed Ariapooran, Mansoor Karimi,
Volume 8, Issue 42 (3-2021)
Abstract
The purpose of the present study was to investigate the prevalence of mathematics anxiety in the outbreak of COVID-19 and role of mathematics motivated strategies for learning (cognitive, metacognitive, informational and non-informational resources management) and mathematic resilience in discriminating the membership in high school students (with low academic performance) with low and high mathematics anxiety. The research method was descriptive-correlation. The statistical population of this study consisted of all male high school students of Bahar city from Hamadan province (N=621). The study sample consisted of 247 male students who were selected by randomized cluster sampling. Mathematics Motivated Strategies for Learning (Liu & Lin, 2012), mathematics resilience (Kooken et al., 2016) and Mathematics Anxiety (Bai et al., 2009) scales were used for data collection. One-sample t-test, Pearson correlation coefficient and stepwise discriminant analysis were used for data analysis. Descriptive analysis indicated that 67.21% of students had low mathematics anxiety in the outbreak of COVID-19. According to One-sample t-test, students were in a low status in terms of using mathematical learning strategies and high status in mathematics anxiety. There was a negative relationship between mathematical learning strategies (cognitive, meta-cognitive, informational and non-informational resources management) and mathematics anxiety. Also, only the role of metacognitive strategies and mathematical resilience in predicting group membership of students with high and low math anxiety was significant. Teaching mathematics learning strategies and mathematics resilience to students with low mathematics achievements and incorporating mathematical teaching methods based on metacognition strategies and mathematics resilience into in-service programs for mathematics teachers, will be useful for decreasing students' mathematics anxiety in the outbreak of COVID-19.
Dr Marzieh Haghayeghi, Dr Ali Moghadamzadeh, Dr Hamdollah Ravand, Dr Mohamad Javadipour, Dr Hossein Kareshki,
Volume 13, Issue 47 (2-2024)
Abstract
As the focus on fostering creative thinking in math education grows, there is a growing interest in understanding how to evaluate these skills. This study used a systematic review following PRISMA guidelines to explore how creative mathematical thinking is assessed in academic literature. After carefully analyzing 55 studies, we looked at different aspects like educational levels, math concepts, assessment methods, and the reliability and validity of these assessments. Our findings revealed that most studies focused on assessing creative thinking in junior secondary education, with limited attention given to primary education. Geometry and measurement were the most commonly assessed subjects, likely due to their visual nature, which lends itself well to assessing creativity. Many assessment tools used open-ended questions, while some incorporated ethnomathematics-based questions. However, less than half of the studies provided evidence of reliability, and only about half reported validity evidence, mostly related to content validity. This review highlights a gap in research concerning the measurement and assessment of creative mathematical thinking.
Fatemeh Qolipour, Ahmad Fathollahi,
Volume 17, Issue 51 (10-2025)
Abstract
Introduction:
In recent years, flipped learning has been able to continuously open its position as a new and effective educational method in Iran's educational system, and with the emergence of the Corona epidemic, teachers and educational institutions welcomed this style of education, which transformed the traditional method of education. On the other hand, in order to develop and improve self-management skills, it is necessary to have a new and revolutionary view of learning methods.
Due to the importance of covering the needs of learners and their participation in the teaching-learning process, using the digital world and using technology in creative ways, as well as due to the large amount of subject knowledge and little time for teaching in the classroom, should go beyond traditional methods and seek to develop and strengthen students' academic skills, including academic participation and self-management skills. On the one hand, the importance of self-direction and active participation in learning, especially in courses such as mathematics and the inefficiency and weakness of traditional methods in the teaching and learning process, and on the other hand, considering the few studies in the research background, especially in Iran in There is the case of flipped learning and self-directed learning and the factors affecting it, so the question of the current research is how effective is flipped learning on the academic progress and self-directed thinking of sixth grade students in mathematics.
Method:
The current research is a quasi-experimental study that was carried out with the participation of two experimental and control groups in the academic year of 2021-2022. The statistical population of this research was sixth grade female students of district 12 of Tehran. In this study, 60 sixth grade female students participated as a sample, and the students were selected based on the available sampling of Roshan Gar Shahid School in District 12. To carry out this research, students were selected based on the evaluation results of the first semester and basic education. To carry out this research, students were selected based on the evaluation results of the first semester and basic education. The selected students were randomly divided into two experimental groups (30 people) and control group (30 people). First, the questions of the pre-tests were provided to the students, and after the implementation of the test, the teaching program using the flipped learning method was implemented for the experimental group in 8 weeks, and the control group learned the math lesson in the traditional method (lecture, question and answer). After the end of the flipped training course, the post-test questions were given to the experimental group students and then the collected data were analyzed.
Results and Discussion
The results of this research, as shown in the previous chapter, indicated that the flipped teaching method improves the level of self-management of students as well as their academic progress in the sixth-grade mathematics course. The increase in students' self-directedness in the flipped classroom can be justified by the fact that such a learning environment requires students to manage a high degree of self-directedness in order to effectively complete their tasks (Azevedo & Cromley, 2004). In fact, although the students did not have the background of mathematical knowledge about the taught subjects, they find more confidence in doing a mathematical task in the flipped class. This conclusion is in line with previous research and is consistent with its results (Ferla et al., 2009; Rimal, 2001; Song, 2010).
Examining how students learn in a flipped learning environment should be the focus of future flipped classroom studies. Research in this area is important because although the flipped classroom is considered a promising educational approach, a theoretical understanding of how students learn in this environment is still developing. In order to advance the theoretical understanding of the learning process involved in the flipped classroom learning environment, research is needed that empirically examines factors related to academic learning, such as prior knowledge and self-directed factors, and considers the use of learning strategies. The results of this study showed that self-direction can contribute to students' success in the flipped classroom, especially in the flipped math classroom.
