The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school MATHEMATICS course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school MATHEMATICS course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

The aim of present research was investigation of the relationship between epistemological beliefs, motivational beliefs and MATHEMATICS selfefficacy with MATHEMATICS achievement. The sample was 600 students (263 boy, 337 girl) that were selected by clustering random sampling. In present research Schumer epistemological beliefs questionnaire, Pintrich, Smith, Garcia & Mckeachie Motivational Beliefs Questionnaire and Middleton & Midgley MATHEMATICS SELF-EFFICACY questionnaire was used as a research tools. student score in MATHEMATICS in first term of 2012-2013 educational year was used as Criteria of MATHEMATICS achievement. The finding showed that among motivational beliefs elements; intrinsic goal orientation, selfefficacy of learning beliefs, intrinsic goal orientation & task value and among epistemological beliefs certainty of knowledge & fixed ability; and mathematic SELF-EFFICACY, Could predict MATHEMATICS achievement. The result showed meaningful relationship between epistemological beliefs, Motivational Beliefs, MATHEMATICS SELF-EFFICACY and MATHEMATICS achievement. So we can make improvement in math achievement by Intervention in students epistemological beliefs, Motivational Beliefs and MATHEMATICS SELF-EFFICACY.

MATHEMATICS anxiety had been found to be related to MATHEMATICS achievement. Recent studies have shown that high achievement in MATHEMATICS is related to low anxiety for students from school level to higher education. Maths anxiety is not an isolated Phenomen; it originate and persists within a complex learning process. It has its roots in the much larger, vague, and elusive construct of anxiety. In fact, maths anxiety has become a luphemism for debilitating test stress, Low self- confidence, fear of failure and negative attitudes toward mathmatics learning. It has been shown that lack of a foundation in MATHEMATICS and low mathmatics self-steem reinforces MATHEMATICS anxiety. In addition, MATHEMATICS anxiety has often been identified as a factor in the avoidence of MATHEMATICS, especially is females. Therefore, mathematical anxiety is a very common problem among students in MATHEMATICS courses and its effect in students performacne in class and exams should not be ignored by teacher. Severe maths anxiety must be accepted as very damaging, with serious long term effects. However research into classroom anxiety is uncommon in the MATHEMATICS education community, and few writers have discussed the interaction of emotional responses to learning MATHEMATICS. This paper has addressed several theoretical and empirical aspects of mathematical anxiety and some important questions have been discussed

The purpose of this study was to investigate the relationship between MATHEMATICS SELF-EFFICACY, perception of MATHEMATICS usefulness, self regulation strategies, and MATHEMATICS achievement. For this reason 400 students (200 male, 200 female) were chosen randomly and completed a questionnaire with 3 sub scales (SELF-EFFICACY, Middleton, Midgly, 1997, perception of MATHEMATICS usefulness, Miller and ai, 1996, self-regulation strategies, Miller and al, 1996). The results indicated that: SELF-EFFICACY, perception of MATHEMATICS usefulness and self-regulation strategies had a significance relation with MATHEMATICS achievement in 2 sexes, the level of this relation was different for males and females, the MATHEMATICS self efficacy had a more important relation with MATHEMATICS achievement in females than males.

Attaining some mode of knowledge of God has been counted the most necessary duty for man. Contrary to the world in which we live and all things around us, God is an Absolute Being beyond time and space. Therefore, one cannot attain a perfect mode of knowledge of Him relying on them. Using the concept of limitless in MATHEMATICS would prepare a relatively perfect knowledge in the field.In this paper, some examples of mathematical nature such as the relation of limitless to numbers have been used to clarify the relation of God to creatures, the place of man in creation and God’s being near to or far from creatures. It is the way in which the great French philosopher and mathematician, Descartes, having doubted in all doubtable things, has sought to prove the existence of God. This paper, explaining his theory and method, has focused on the unity of God and by the help of another example, has proved it.

A research was conducted using qualitative approach, to identify the required knowledge for MATHEMATICS educators that are preparing prospective elementary teachers. Two MATHEMATICS educators from “Farhangian University” participated in this study. The data collected from four different sources observation of virtual classes of two participants while teaching multiplication and division of fractions, semi-structred interviews with participant, educators’ lesson plans and first author’s field notes. The classes hold virtually due to the Covid-19 pandamic. After many levels of systematic data reduction, three categories emerged as “the role of educators’ beliefs in teaching MATHEMATICSL, “choosing challenging content for developing conceptual understanding of multiplication and division of fractions and “recognition of misconceptions of elementary students”. As a result, a theoretical framework developed for required knowledge of MATHEMATICS educators with four components as “knowledge of MATHEMATICS-content”, “knowledge of MATHEMATICS curriculum", "knowledge of students’ MATHEMATICS misconceptions” and “knowledge of modifying teaching to fit the situation.”