The present study was done to examine the role of MATHEMATIC anxiety on MATHEMATIC performance of high school students. Math anxiety is a factor that can affect performance in math. This anxiety is influenced by personal and environmental factors, cultural factors and gender roles too. In this research the effect of this factor son performance in math was assessed. The research method had a correlation design which is categorized in descriptive research. The participants of this study were 300 high school students who were studying in Damghan city high schools in 1389-1390. 150 male high school students and 150 females were selected randomly as sample. The subjects completed the math anxiety Scale (Chiu & Henry, 1990).This scale has four dimensions (MATHEMATICs anxiety, learning, problem solving, teacher). Findings showed that among components related to MATHEMATIC anxiety, just learning anxiety of MATHEMATIC could predict the students’ performance. But there was no difference between male and female students MATHEMATIC anxiety.

According to the Platonist a MATHEMATICal object, such as a number or a set, is an abstract object. These objects are thought to be non-physical, non-mental and acausal. MATHEMATICal Platonism is the view that there exist such objects and that our theories describe them. What I am going to say in this paper is that at the moment, there is no decisive argument for or against MATHEMATICal Platonism. I go through the main arguments of Frege, Godel and Quine in favour of Platonism and try to refute it by E. P. R. thought experiment. At this stage, I advance the Copenhagen interpretation of quantum phenomena to support my argument. By discussing Hilbert's formalism and Field's factionalism, I then continue to show how the views of anti-Platonists could be advocated. I conclude that there is no fact of the matter as to whether there are abstract objects or there are not.

Critical rationalism faces difficulty in Karl Popper’s Socratic formulation: “I may be wrong, and you may be right, and by an effort, we may find the truth.” But the Socratic elenchus, using refutations, can only give us negative knowledge of general principles, which is not the wisdom we seek. Affirmatively, we can only find a collection of opinions to be coherent, which is one of many. Francis Bacon proposed an improved elenchus to find general truths. You must take up a limited topic to study, then cross-examine your evidence for and against its apparent nature. Experiments contrary to evidence and presumed knowledge are entered as self-contradictions in tables of opposition recorded in an “experimental and natural history.” Such an account highlights a challenging puzzle if the account is to be made coherent. With enough problematized evidence, a coherent reading, or a solution of the puzzle, will be unique. Being both coherent and unique, it will be the truth about that limited reality being investigated. Unlike the method of hypothesis (“Anticipating Nature”), deciphering a coherent model is “Interpreting Nature,” allowing us to find a general truth on a limited topic. Isaac Newton achieved great success using Robert Boyle’s mechanistic version of this method. Using the “experimental PHILOSOPHY,” he discovered general principles of optics and astronomy.

Teacher factors encompass the teachers’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language teacher immunity is one of the affective factors that determines the teachers’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ teacher immunity PHILOSOPHY. To this end, first, the researchers used convenience sampling for selecting 62 EFL teachers including 38 novice and 24 experienced teachers at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI PHILOSOPHY using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their teacher immunity PHILOSOPHY. The findings of the study indicated that while the novice teachers considered external support as the main factor in their PHILOSOPHY, the experienced teachers regarded their internal strength as the decisive factor that influenced their teacher immunity PHILOSOPHY. The findings may have practical implications for teacher education courses in foreign language contexts.

According to Deleuze, it is an expression of the discipline that connects Spinoza's ontology, epistemology, physics, and ethics. In other words, the logic of expression is the logic that governs all the different areas of Spinoza's PHILOSOPHY, and for this reason, Deleuze named his most detailed study about Spinoza Expression in PHILOSOPHY, Spinoza. In this article, I try to have an overview of this book and while examining each section, the concepts proposed in them and the process of the chapters, how Deleuze identifies the presence of the logic of expression in each aspect of Spinoza's PHILOSOPHY will also be displayed. In this way, the basic concepts in Deleuze's reading of Spinoza will be revealed. In addition, we will see how immanence is related to expression in ontology, and how Deleuze describes the trinity of essence and its results by identifying two levels of expression, creative nature and created nature, as well as the theory of finite states. With respect to physics, the body is an expression of substance, a mode that is essentially an intensive degree of power. In this way, the triad of mode expression is described. In epistemology, the sufficiency of the true idea implies its expression. In ethics, the issue is about capacity and power, which belongs to the human body and mind, since the mind and body are an expression of essence, and therefore a degree of power.

The present article deals with introducing and critically studying the book Descartes Embodied: Reading Cartesian PHILOSOPHY through Cartesian Science by Daniel Garber. Garber, one of the most prominent researchers of modern PHILOSOPHY and contemporary Descartes-scholar, wrote the book in 1980, and it was published by Cambridge University Press. This work has been released in French, yet there is no Persian translation available. It is a collection of articles written separately by author and published in credible philosophical journals. The unifying subject of the articles is the relationship between Descartes’ philosophical and scientific areas of interest. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content.

This paper was implemented with the purpose of investigating curriculum situation of MATHEMATIC lesson at fourth grade. This report as a kind of descriptive-survey which the fourth grade classes of Mashhad 7th in the year 2011, were its Statistical Society. In this classes two types of teachers behavior were evaluated. At the first step, on the basis of observation of Flanders system of interaction, teaching behaviors of teachers were analyzed. At the next step, checklists used to gather the information of teachers valuation behavior. Then by utilizing Danckan and One-way analysis of variance tests, they were analyzed.Results shows, teacher under observation usually used direct and passive methods, moreover there are no meaningful differences that depends on the teachers sex, education and teaching background.Also, analyzing the final exam show these methods are passive. There is no question which evaluate the active level of cognitive in all final exam papers. Level of understanding among passive levels assigned the most number of questions and grade amounts. These results haven’t any meaningful differences between teachers with different education and teaching background.

Cognitive Diagnostic Models (CDMs), are confirmative multidimensional latent variable models, with complex structure. In this study, Cognitive Diagnostic Models (CDMs) were used to check the status of first grade high school students in MATHEMATICs. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students, selected from students of Tehran based on a multi-stage cluster sampling. IRT models where used to determine the psychometric properties of the questions. Data analysis by using the DINA model in MATHEMATICs, showed that eight attribute explain the MATHEMATICs performance of first grade high school students. Results showed that the subjects were only mastered in one of the attributes and the least proportion of mastery was related to definition comprehension skills (0.494), MATHEMATICs advanced operations ( 0.498) and using learning in real problems.

The aim of this study was to increase understanding of how to change theoretical and practical knowledge of primary school teachers. The research approach was qualitative. The data were collected through focus group interviews.The sample size was obtained after the saturation phase including 25 teachers. The data were analyzed using content /thematic analysis. Two techniques were used for increasing the trustworthiness of data including member check, and peer review or debriefing. The findings were labeled in three categories comprising the quality of theoretical and practical knowledge change, the change channels of theoretical and practical knowledge of teachers and the factors influencing the change of teachers' theoretical and practical knowledge. These categories embraced the sub-categories. As sum, the results revealed that the low quality of teachers' in-service curriculum bring the unimportant change in theoretical and practical knowledge of teachers.Design and development of teachers' inservice curriculum, needs change in instrumental perspective of designers and executives of curriculum-making toward change phenomenon in teachers.

In this study a MATHEMATIC model was developed for predicting wood temperature at different depth of wood and time during heating. Fractional differential equations were applied for developing such model. For evaluating accuracy of the model beech wood with density of 0.68gr/cm3 and moisture content of 12 percent was used. Good agreement was found between model predictions and experimental data. Effect of distance from heat resource in wood was explained however with increasing wood thickness or distance from heat resource accuracy of the model reduced. Effect of duration of heating on heat transfer was also described well. Heat loss from edges of wood block under effect of environmental conditions was identified by model. However model has to be modified for increasing its accuracy, it had high ability for predicting temperature at different thickness of wood during heating. When accuracy of the model is increased it can be used for wood drying and heat treatment applications.