Seyed Ehsan Afsharizadeh; Hamidreza Hassanabadi; mohamdhosein abdollahi; Hadi Keramati
Abstract
This study aimed to compile and validate the TIMSS Numeracy and TIMSS 2015 Mathematics Examination Short Form for 4th-Grade Primary Students in knowing and reasoning. The statistical population included all 4th-grade students in Qom, Pardisan area from which 155 boy and girl students were selected by ...
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This study aimed to compile and validate the TIMSS Numeracy and TIMSS 2015 Mathematics Examination Short Form for 4th-Grade Primary Students in knowing and reasoning. The statistical population included all 4th-grade students in Qom, Pardisan area from which 155 boy and girl students were selected by accessible sampling. Students took the 49-item math knowing and reasoning ability test of TIMSS Numeracy and TIMSS 2015. The collected data were analyzed by Independent t-test, Wilcoxon signed-rank test, and Psychometric Indicators such as Kudr-Richardson 20. The findings showed there is a significant difference between boys and girls in mathematical reasoning and also a significant difference between mathematical knowing and reasoning. Finally, it resulted in a 27-question mathematics examination including 15 mathematical knowing questions and 12 mathematical reasoning questions with desirable psychometric indicators, including the reliability coefficient of 0/73. The results indicated gender affects mathematical reasoning, and mathematical knowing level is higher than mathematical reasoning. The important result is the short form math exam which helps researchers and teachers take a standard math exam in a short time.
Maryam Kaboli; Parvin Kadivar; Mohammad Hosein Abdollahi; Mehdi Arabzadeh
Abstract
One of the main challenges in learning environments is learners' mastery of educational content and the application of new knowledge in real life. Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, ...
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One of the main challenges in learning environments is learners' mastery of educational content and the application of new knowledge in real life. Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one’s prior knowledge, thereby enabling learners to apply what they have learned to new situations. Due to the novelty of the concept of generative processing, there is a need for additional research on methods to enhance this type of learning.Therefore, the present study tried to identify and explain the strategies for strengthening generative processing (GL) through germane cognitive load (GCL). The research method was qualitative, conducted with thematic analysis method. The study area was all written and digital Persian and English materials on GCL. Considering the theoretical saturation in the last ten years, thirty two papers were selected and analyzed as the sample, according to the professors using content analysis and purposive approach in the field of GL and cognitive load. The results were categorized as basic themes (codes and key points of the text), organizational themes (themes obtained from the composition and summarizing the basic themes) and inclusive themes (excellent themes containing the principles governing the text as a whole) and the network of themes was planned. After data analysis, five main themes including multimedia application, personalization, feedback, thought and guided learning, and 53 sub-themes emerged that strengthen optimal generative processing and cognitive load.
Mohammad Javad Yazdani; Hamidreza Hassanabadi; Parvin Kadivar; Mohamdhosein Abdollahi
Abstract
The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 ...
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The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 years (13.33 months) that received special education as learning disables in the centers of learning disabilities treatment of education organization. Utilizing a battery of paper and pencil and computerized tests and tasks, the researchers assessed participants individually during two sessions. Model- based data clustering revealed four distinct clusters of students that their statistical and empirical validity was confirmed: symbolic processing deficit (31.1 percent), visuo-spatial deficit (26.8 percent), executive functions and processing speed deficit (26.8 percent), non-symbolic processing deficit (12.2 percent). These results have implications for presenting positive definitions of mathematical learning disability and are able to motivate future researches for preparing interventions appropriate to each subgroups.
