farhad kazemi
@uk.ac.ir
Department of Mathematics
Shahid Bahonar University of Kerman, Kerman, Iran
EDUCATION
phd in education mathematics
RESEARCH INTERESTS
teacer knowledge, pck, ck, metacognition, chess play
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Farhad Kazemi and Abolfazl Rafiepour
Springer Science and Business Media LLC
The main purpose of this study was to develop a scale for measuring content knowledge (CK) and pedagogy content knowledge (PCK) of in-service elementary teachers on mathematical fractions. Another aim of this study was to consider whether CK and PCK are separate from each other, or are in a single body. Therefore, a scale containing 22 items about mathematics fractions was designed and administered to 256 elementary teachers. Exploratory factor analysis indicated four factors that three of which are included in PCK, that is, instruction, task, and student, whereas CK had just one factor. Also to evaluate fitness of model, confirmatory factor analysis was used. The results revealed that CK and PCK are separate and correlated, and the scale has suitable validity and reliability to measure CK and PCK of in-service elementary teachers on mathematics fractions.
Farhad Kazemi, Mozafar Yektayar, and Ali Mohammadi Bolban Abad
Elsevier BV
The aim of this study was to analyze the effect of learning of chess play on developing meta-cognitive ability and mathematical problem-solving capability of students at various levels of schooling. To this end, 86 school-boy students were randomly selected and they taught chess for six months, and another group of 94 students randomly selected for control group. The subjects were assessed via meta-cognitive questionnaire of Panaoura, Philippou, and Christou (2003) and mathematics exams. The results indicated that chess player students showed more achievement in both meta-cognitive abilities and mathematical problem solving capabilities than other non-chess player students. In addition, a positive and significant relationship was found between students’ meta-cognitive ability and their mathematical problem-solving power. These results suggest that we can use chess as an effective tool for developing higher order thinking skills.
Farhad Kazemi, Mohammad Reza Fadaee, and Sahar Bayat
Elsevier BV
This research has focused on the study of meta-cognitive behaviors as one of the important and effective behaviors in mathematical problem solving. The main purpose of this study was to assess the role of meta-cognitive skills in mathematical problems solving (example of combinatorics). Wherefore complexity nature of meta-cognition, there is broad consensus among researchers that all methodologies applied in this area of research are fallible, have strengths and weaknesses, and feel that the strengths of one single methodology can complement the weaknesses of another methodology. Thus, in this study, we used mixed methodology (writing and self-questionnaire) that do not share the same source of error to provide a more reliable picture of the phenomena under investigation. Another aims were, identity of prevalent errors and student's difficulties in combinatorics problems solving, and to assess the role of meta-cognition on routine and non-routine problems. A group of thirty four college students enrolled in discrete mathematics participated in this study. In this research the students were asked to write their total mental processes during solving two problems. Immediately after solving the problems, the students were given a questionnaire to answer the questions accordingly to their mental processes during solving the second problem. The Problem solving protocols were initially analyzed using Foong's model. The results showed, first, the mean difference of successful student's meta-cognitive behaviors was significant in solving both problems compare to unsuccessful students at the 0.05 level, (F[2,31] = 34.015, p < 0.05), (F [2,31] = 65.764, p < 0.05). And second, meta-cognitive skills active on non-routine problems and to facilitate solving of them.