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.

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.

Present Study as a “meta-analysis” research aims to determine the role and methods of communication, regarding verbal and nonverbal learning in MATHEMATICs is provided. Research conducted for this purpose (18 Researches) on MATHEMATIC teaching, in the form of research papers published in the Journal of Educational Innovations, as the main concept was considered. Out of the 8 research papers published in terms of attention to communication variables has more extension of the statistical society of this research. Then, according to the variables performance methods, questions and results showed in them was descriptive-qualitative and get “meta-analysis. The main question of this study is to research on MATHEMATICs teaching is based on the method of communication, what are the similarities and differences in the use of effective communication During the investigation, it was determined that the communication patterns of multiple and sometimes conflicting have more attentions and proposed recommendations, which are as follows emotional, participatory, supporting, visual, objective and balanced in a form of speech, physical, visual and audio that leads to any progress performance of learners and their learning MATHEMATICs and problem solving.

During recent years, policy-makers of higher education in Iran have paid special attention to interdisciplinarity and as a result, many different interdisciplinary programs have been established. Assessing these programs could guide one to understand the challenges, preventives, and the points of strength and weakness which might help to make improvements in future programming. M.A. program in MATHEMATICs Education is one of the cited programs which is the result of combining Natural Sciences with Education. The present study is focused on this program and attempts to qualify it through observing different graduated people in the field from universities of Beheshti, Bahonar (Kerman), Radjai, Islamic Azad University (Science and Research Branch, and the Kerman Branch) who had graduated before oct. 2008. The research has been conducted through questionnaire, observation, making notes, and interview which have been analyzed by data coding and classification. Results clear the challenges M.A. program in MATHEMATICs Education encounters which could help policymakers to improve interdisciplines, especially ones which are the result of combining Basic Sciences with Education.

One of the problems of students with MATHEMATIC learning disability is deficit or lack of motivation for MATHEMATIC problem-solving. The present study intends to examine the effect of MATHEMATIC problem-solving training with playing-based method on intrinsic motivation of problem- solving in students with MATHEMATIC learning disability. this experimental study included all male and female students with MATHEMATIC learning disability who studied in primary schools of Torbat Heydarieh city in the years 2015-2016. The sample included 36 male and female students with MATHEMATIC learning disability who were selected through one-stage cluster sampling and randomly assigned into an experimental group and a control group. The research instruments used in this study included, Wechsler intelligence scale for children and key math diagnostic test and a teacher-made questionnaire. The post test was administered on both groups. The experimental group received 8 one-hour sessions MATHEMATIC problem-solving training with playing-based method while the control group received no intervention. Univariate analysis of covariance was utilized to analyze the data. The results showed that MATHEMATIC problem-solving training with playing-based method was effective on intrinsic motivation of problem-solving in students with MATHEMATIC learning disability. Thus, it can be used as a suitable intervention method for increasing intrinsic motivation of MATHEMATIC problemsolving.

The current study aimed to investigate the effect of self-instruction on MATHEMATICs problem solving performance in fifth grade students with dyscalculia in Rafsanjan city. Twenty students were selected from twelve fifth grade classes based on the following inclusion criteria: Teacher’s Judgment, Diagnostic Criteria of DSM-IV, Raven progressive matrixes, and Math Problem Solving Test. The design of the study was quasi-experimental design, with pretest-posttest control group design. Twelve “45–minutes sessions” of self-instruction were administered for experimental group while control group was in neutral condition. Analysis of data using Analysis of Covariance (Ancova) revealed that student’s performance in MATHEMATICs problem solving abilities was increased significantly in the experimental condition. We can conclude that self-improvement methods affect MATHEMATICal problem solving performance of students with dyscalculia.

Problems of learning MATHEMATICs are important becauseall children need to do MATHEMATICal calculationsin their early years of school. The present study intendsto examine the effect of MATHEMATIC problem – solvingtraining with playing – based method on attention, problem – solving and self – efficacy in students withMATHEMATIC learning disability. In this quasi – experimentalstudy, a pretest – posttest design with a controlgroup was used. The population included all male andfemale students with MATHEMATIC Learning disabilitywho studied in primary schools of Torbat-e-Heydariehcity in the academic year 2015-2016. The sample included36 male and female students with MATHEMATICLearning disability that were selected through one – stage cluster sampling and assigned randomly in toexperimental group and control group. The researchinstruments used in this study included conners questionnaire, sherer General self – efficacy scale, teacher– made MATHEMATIC test, wechsler Intelligence scale forchildren and key math Diagnostic Test. Pretest andposttest were administered on both groups. The experimentalgroup received 8 One – hour sessions MATHEMATICproblem – solving training with playing – basedmethod, while the control group received no intervention. Multivariate and univariate analysis of covarianceutilized to analyze. The results showed that MATHEMATICproblem – solving training with playing – basedmethod is effective in Learning of problem – solving(p<0/0001) and attention (p<0/01) in students withMATHEMATIC Learning disability but It has not Effect onself – efficacy. Thus it can be used as a suitable interventionmethod.