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

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.”

The ways that MATHEMATICS teachers listen to students’ explanation, influence their understanding of students and their teaching activities. If teachers be informed about different ways of “listening” to students’ ideas and conceptions concerning MATHEMATICS, they might be able to use listening as an effective teaching method to enhance students’ mathematical learning. The related literature indicates that teachers’ familiarity with different “listening” approaches, could potentially help them to set up the stage for more interaction between students, teachers, and their learning environments. In such cases, students are gradually become skillful in realistically assessing their ideas, revising them and deepening their mathematical learning. We, thus, designed and conducted a study with five MATHEMATICS teachers in grades 6 to 8, to learn more about the ways they listened to students in their MATHEMATICS classes. All participants were volunteered female teachers with at least bachelor degree in MATHEMATICS. The research paradigm of the study was qualitative and the research method was phenomenography. Therefore, observations and interviews were the main instruments for the data collection. As Marton (1988) suggested, the categories of descriptions made up the main results of this research. So, the findings are three major and distinct categories to reveal the commonality and differences of the nature of “listening” concerning MATHEMATICS teachers in their classrooms. These categories had great consistency with Davis’ (1997) theoretical framework of three approaches to “listening” including; evaluative, interpretive and hermeneutic.

Aim: The purpose of this study was to investigate the effectiveness of MATHEMATICS education through computer training programs on learning MATHEMATICS concepts and interest in MATHEMATICS of slow learner students. Method: This research was quasi-experimental with pretest-posttest design and control group. The statistical population consisted of all elementary second grade slow learner students of Sangar City in the academic year of 2016-2017, from among whom 30 students were selected through convenient sampling method and were divided into two groups of experiment and control (15 in the experiment group and 15 in the control group). The experiment group was trained through computer training programs (within 10 sessions of 45 minutes), but the control group did not receive any educational intervention. The research tools included the Mental Learning Ability Questionnaire of Secondary Grade (Tabrizi, 2010), Wechsler IQ Scale for Children (Wechsler, 1949) and Interest in MATHEMATICS Questionnaire (Nemati, 2009). Finally, the data were analyzed using one-way and multivariate analysis of covariance and analyzed using SPSS 16. 0 software. Results: The results of covariance analysis showed that mathematical education through computer training programs, improves learning of mathematical concepts and increases interest in MATHEMATICS in slow learner students (P<0/001). Conclusion: Regarding the effect of this training program, the use of computer-aided teaching technology is essential in teaching slow learner students.

The purpose of the present research was to predict students' mathematical performance based on MATHEMATICS self-efficacy and MATHEMATICS study skills. The statistical population of this correlational-descriptive study was composed of all the first-grade high school students in Joghatai city (N=354). It should be noted that the latter population was composed of 176 female and 178 male students. Regarding the sampling method, it was decided to make use of census method. Besides, math scores for the first semester of the 2014-2015 academic year, MATHEMATICS Self-efficacy Scale (Midgley & Middleton, 1997) and MATHEMATICS Study Skills Inventory were used to collect the required data. The content validity of the questionnaires was confirmed using the experts’opinions. Furthermore, the reliability of questionnaires was confirmed using Cronbach's Alpha Coefficient. The results showed that MATHEMATICS self-efficacy as well as such components as learning strategy, time management and taking the test had a positive and significant relationship with mathematical performance. Besides, the results of stepwise regression showed that mathematical performance could be predicted through MATHEMATICS self-efficacy and learning strategy. In addition, in order to evaluate the moderating impact of gender, the results of hierarchical regression analysis showed that gender could modify the relationship between MATHEMATICS self-efficacy and mathematical performance.

In simple terms, architecture and music are two very di erent things, which is the product of one set of materials in the form of one building and the other product is a set of sounds in the form of a song and melody. In this sense, architecture and music are two separate issues that are not similar. But with a little care in the hidden layer of music and architecture we can  nd amazing similarities. Finding the structural, quantitative and qualita-tive similarities between architecture and music is the focus of this article. Achieving a qualitative and quantitative correlation between these two arts can be a way to aesthetically improve architecture and achieve its healing principles. Therefore, the main purpose of this study is the understanding of the immediate beauty of music in mind and the application of its aesthetic el-ements in architecture. The research method is descriptive-analytical study of library documents and case studies. In this article,  rst, the de nitions and the general structure of music and architecture are presented, then the results of the studies are introduced in the form of qualitative and quanti-tative adaptive tables. Finally, by analyzing data, the common structure of music and architecture is determined.