Encouraging Sixth Grade Students to Study Mathematics with Emphasis on Action Research (A Case Study: Mostafa Khomeini Primary School )

Document Type : Original Article

Authors

1 Ph.D. student in Higher Education Economics and Financial Management, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 MA in Psychology, Faculty of Educational Sciences and Psychology, Allameh Tabataba’i University, Tehran, Iran.

Abstract

The purpose of this research is to increase the encouragement of the sixth grade primary school students in terms of mathematics and its activities.  The present study was conducted in the academic year of 2021-2022 in the sixth grade with a frequency of 35 students.  The problem is the lack of interest, the inattention, and the passivity of most of the students mentioned in the course of the activities of the mathematical lessons as well as not satisfactory results of their performance tests. Accordingly, the researcher using the method to obtain the necessary data, scientific materials are available from various sources of research, such as colleagues and administrators, mathematics head teachers, students and their parents, books, journals, internet, analyzing the scores and assessing the results of the tests were analyzed to identify the effective factors in creating the problem and to find the proposed solutions.  Then, several practical solutions among suggested ones were selected.  In the end, it was concluded that the use of various teaching methods, tailored to the purpose of each lesson, provides functional activities to students, taking into account their individual differences, their needs and interests, as well as appropriate incentives.  Enhancing the visual and auditory memory and raising the attention of the learners in the form of targeted games have been very effective in increasing their interest in mathematics and performing their work activities

Keywords

References

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Journal of research in instructional methods
Volume 1, Issue 3
December 2023
Pages 65-84

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History

  • Receive Date: 19 August 2023
  • Revise Date: 31 October 2023
  • Accept Date: 12 November 2023

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