Document Type : Original Article
Authors
1
PhD candidate in Curriculum Studies, Faculty of Islamic Education and Training, Science and Research Branch, Islamic Azad University, Tehran, Iran
2
. Assistant Professor , Department of Curriculum Planning, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran
3
Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
Abstract
Introduction: Integrating the curriculum allows learners to comprehend more concepts, understand the connections between these concepts, and have an Effect on their motivation and interest levels. Therefore, the effectiveness of the mathematics teaching program based on the integrative Decade models of Robin Fogarty on the emotions and advancement in fourth-grade students' mathematics class was examined in this study.
Method: This study was a quasi-experimental design with a pre-test and post-test with a control group. The experimental intervention lasted for 11 sessions of 60 minutes.The statistical population of this study included all 4916 fourth-grade male students of District 5 of Tehran. Using a non-random and convenience sampling method, one school was selected and two fourth-grade classes, each with 31 students, were selected from that school. Then, they were randomly assigned to experimental and control groups (31 students in the experimental group and 31 students in the control group). The groups were matched in terms of educational and family status. The instrument used in this study included a standard questionnaire for the mathematics achievement emotions (especially for primary school male students) designed by Rezaei (2015).
Results:The result of the covariance analysis of the data of this instrument revealed a significant difference between the two experimental and control groups regarding the excitement of mathematical progress (pleasure, anxiety, and burnout). Therefore, it can be concluded that the mathematics education program based on Robin Fogarty's integrated models is effective in the mathematics achievement emotions of fourth-grade male students.
Discussion and conclusion: Utilizing integrative teaching methods based on the Robin Fogarty models led to increased emotions and advancement among fourth-grade students in mathematics, resulting in reduced anxiety, enhanced enjoyment, decreased fatigue, and improved learning environment, ultimately leading to improved performance in the subject. Therefore, it is advisable for educational programs, especially mathematical curricula, to be taught with an integrative approach to promote deep understanding and better performance among students in this subject area in Educational Sciences and Curriculum Planning field
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