Project Title:
A: National Project for Improving the Status of School Mathematics Education in the Education Period
Implementor: Joint Research and Development Center of the Research Organization and Sharif University of Technology
Researchers: Dr. Bijan Zohori, Dr. Zahra Zanganeh, Goya, Dr. Azam Irjizad
Supervisors: Dr. Ali, Tabesh Dr. Mahmoud Mehrmohammadi Dr. Alireza Kiamanesh
Project Start Date: 15/2/81
Note
This plan was prepared by the order of the head of the Educational Research and Planning Organization and with the efforts of Dr. Zahra Goya, Dr. Alireza Kiamanesh, Engineer Ahmad Hajjforosh, Soheila Gholam Azad and Gholam Reza Hamidzadeh, and was approved on 15/2/81 by the Policy-Making Council for the Reform of Mathematics Education consisting of Dr. Mohammad Ali Najafi, Engineer Jafar Mendan, Dr. Ali Tabesh, and the project's producers. Through Clause A of Article 102 of the Third Program Law, its implementation has been entrusted to Sharif University of Technology (Joint Research and Development Center of Sharif University of Technology and the Educational Research and Planning Organization).
Introduction
Each nation defines its national educational policies based on its social, economic, political and cultural conditions and according to its definition of the ideal human being. In light of research findings and considering the needs of learners, educational goals and various disciplines are extracted from the macro policies; and finally, through the teaching-learning process, the realization of the goals is pursued. The third millennium, with electronic innovations and the expansion of electronic learning (e-learning), has created new challenges for educational systems. Challenges that require continuous and continuous learning, learning by doing and learning how to learn. In such an environment, mathematics education and learning have become the focus of attention of educational systems more than ever before due to their impact on various aspects of human society. Facing various challenges, including challenges related to teaching and learning, mathematics, requires national determination and will.
Explanation of the problem
The bitter results of the third international study of mathematics and science (TIMS) in our country showed that our curricula in mathematics education have a fundamental problem. On the other hand, the development of new electronic technologies and the provision of educational software and the expansion of the global Internet information network in schools have taken the educational space and curriculum content out of the framework of the school and textbooks. The new conditions, while creating new needs in society, have affected the needs of learners. The prerequisite knowledge for a 21st century elementary school child in Iran is very far from that of a similar child two decades ago. Vast social changes, the development of information resources and new research findings about how children learn the curriculum of social systems and sciences, mathematics, have raised the level of public demands regarding curricula.
The need to conduct a study
The development of knowledge and communications in societies with technological infrastructure has created the need for access to quality education for everyone. Ensuring the desired quality of education provided through the evaluation of educational outputs provides a suitable platform for introducing ongoing research projects, local and global investments to change educational structures. Also, given the increasing speed of technology, the benefits of this speed accrue to countries that adapt their educational practices to the new world and its speed by modernizing and optimizing them and contributing to its scientific growth and development.
Research and studies conducted in the country
The presence of the Islamic Republic of Iran in the Third International Mathematics and Science Study (TIMS) created a suitable opportunity for the Iranian educational community to examine the current state of mathematics and science education in Iran from a global perspective.
The average growth in the two adjacent grades of the third and fourth primary school and the two adjacent grades of the seventh and eighth (second) and third (guidelines in the countries studied are 59 and 30 points respectively on a mean scale of 500 and standard deviation (100). If we divide the difference in performance of Iranian and other countries' students in the third grade of the middle school (84) points by the annual growth rate, i.e. 30 points, the ratio of 2.8 indicates the duration of the lag in education. In the fourth grade of primary school, the ratio of the difference in performance of the two societies is equal to 7 years. Monograph, 13 Education and Training Research Institute, 1997)
Research and studies conducted abroad
As previously mentioned, national research has been conducted in different countries in order to understand the current state of mathematics education and determine the necessities and draw a horizon towards which it is possible to move.
It is noteworthy that despite the significant differences that exist in different societies, the results of the research conducted are highly convergent. This section refers to several reports conducted at national levels that have had significant global impacts.
Mathematics Counts (Cockroft Report)
In this report, published in England in 1981, one of the most important aspects of mathematics education was considered to be mathematics teaching, and mathematics teaching in schools was considered in light of the mathematical needs of students in the future.
Everyone Counts
In this report (1989), conducted in the United States, several major national goals were stated regarding mathematics education, the most important of which was the preparation of new standards for school mathematics.
B- Study of the reading and dyslexia status in monolingual and bilingual elementary school students
Executor: University of Tehran, Faculty of Educational Sciences
Researcher: Dr. Reza Karaminuri
Supervisor: Dr. Hassan Pasha Sharifi
Customer: Research Institute for Curriculum Planning and Educational Innovations
Project start date: 1379
Introduction
Language is built on words, and the set of words that a person has is called his vocabulary (Dacrell, 1376). The existence of words is very essential, and without them, speakers of the language will not be able to communicate because words are the primary linguistic tools for transmitting meanings. Learning words is one of the main parts of learning a language, and learning syntax, structure, or phonology is dependent on it. The number of words that a two-year-old child produces may vary from 50 to 500 or 600 words. It has been estimated that from this age onwards, children steadily add ten words to their vocabulary every day, so that by the age of six their vocabulary reaches 14,000 (Telmin, 1957; Carey, 1978), and then increases until the age of 17 (Fletcher (1996)). Of course, the range of children's vocabulary knowledge is subject to individual differences and their educational environments, and accordingly, the vocabulary of an individual can vary.
Definition of the problem
Studies have shown that children need more signs and clues to produce words and phrases than adults, and free recall is more difficult for them. Studies show that these signs facilitate children's recall more than adults (Parkin, 1993). As Lasak (1995) suggests, we can find the frequency of words in its most common way, which is the frequency of words using signs such as initial letters and categories. In this study, similar to the study by Benton et al. (1976) and (1983), certain letters (9) with high, medium and low frequencies based on (Persian) cultures are presented to school children for a certain period of time (3) (minutes) so that they can use these letters at the beginning of words to form words in any order they want. Also, similar to the studies by Buttig and Montagu (1969) and Nielsen (1973), a number of class names in this study, 32 classes, have been used, which is less than the two similar foreign studies because, firstly, foreign studies are not common in Iranian cultures and secondly, these studies have been used for university and high school levels, while the present study is for elementary school children.
Research Objectives
1. To achieve differences in reading and dyslexia of monolingual and bilingual students (girls and boys).
2. Achieving the degree of harmony and correlation between words in the four groups
Research questions
What is the frequency and fluency of Persian words (using perceptual and semantic cues) in the case of Persian-speaking students as the official language of education and upbringing) in primary schools? What is the difference between bilingual Turkish-Persian and Kurdish- (Persian) and monolingual (Persian) students in terms of frequency and fluency of words?
What is the difference between bilingual Turkish-Persian and Kurdish-Persian female and male students in terms of frequency and fluency of Persian words?
To what extent is there harmony and concordance between the frequency of elementary (Persian) textbooks and children's non-textbooks and the words produced by the students themselves?
What is the difference between students in different grades from first to fifth in terms of frequency and fluency of words?
Research method
The study population is all primary school children in the cities of Tehran, Tabriz and Sanandaj. The study sample is selected randomly and stratified from among the students of these three cities. The population of elementary school students in Tabriz city is 69,285 girls and 75,266 boys in 5 education regions and the population of elementary school students in Tehran city is 277,187 girls and 291,359 boys in 19 education regions. Based on the Morgan sample selection table, since the population size in both cities is more than 100,000 people, the sample size for each is estimated to be 384 people. In the case of Sanandaj city, where the number of female students is 20,733 and the number of male students is 22,762 in 2 education regions, a total of 200 students were selected.
Measurement tools
In this study, four tests of word formation with letter cues, word formation with semantic cues, sentence formation with word cues, and a familiarity rating scale will be used to measure the frequency and fluency of students' words.
The word formation test with semantic cues presents 32 class names separately to the students, each for 3 minutes.
The sentence formation test with word cues selects a number of words with high, medium, and low frequencies from the words obtained in the first and second word formation tests with perceptual cues and meanings, and presents them as cues to the subjects.
4- The word familiarity rating scale test uses the words obtained in the above three tests to create a list of sample words. This list is presented to the subjects and they are asked to determine the level of familiarity and use of each word in their daily activities on a 3-point scale: high, medium, and low.