Faculty member of farhangian university, Tehran, IRAN.
Abstract
Given the change of textbooks with the new approach of teaching and the importance of process goals in the basic maths book , the need for change in the evaluation methods is in the teaching process . The conceptual questions are diverging with the structure of diverging concepts , challenging concepts that are taught , the conditions for the purposes and skills of the process that the dominant spirit provides for mathematical concepts and concepts to improve understanding and understanding of students in math . This paper proposes a paradigm in class research to facilitate classroom research , through the contribution of conceptual questions to students ' maths knowledge through the role of students in mathematical studies , in order to achieve the achievement of knowledge , attitudinal and skill goals in teaching teachers and learning students . the method of research in this paper is descriptive and library of research conducted by teachers and research groups .
Gorzinnezhad, M. (2017). Understanding conceptual questions in the recognition of Mathematical misperseption Students of the sixth leg , a pattern for education. Research in Science Education, 3(9), 51-65.
MLA
Gorzinnezhad, M. . "Understanding conceptual questions in the recognition of Mathematical misperseption Students of the sixth leg , a pattern for education", Research in Science Education, 3, 9, 2017, 51-65.
HARVARD
Gorzinnezhad, M. (2017). 'Understanding conceptual questions in the recognition of Mathematical misperseption Students of the sixth leg , a pattern for education', Research in Science Education, 3(9), pp. 51-65.
CHICAGO
M. Gorzinnezhad, "Understanding conceptual questions in the recognition of Mathematical misperseption Students of the sixth leg , a pattern for education," Research in Science Education, 3 9 (2017): 51-65,
VANCOUVER
Gorzinnezhad, M. Understanding conceptual questions in the recognition of Mathematical misperseption Students of the sixth leg , a pattern for education. Research in Science Education, 2017; 3(9): 51-65.
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