farhad kazemi

@uk.ac.ir

Department of Mathematics
Shahid Bahonar University of Kerman, Kerman, Iran

https://researchid.co/havraman

EDUCATION

phd in education mathematics

RESEARCH INTERESTS

teacer knowledge, pck, ck, metacognition, chess play

Scopus Publications

430

Scholar Citations

Scholar h-index

Scholar i10-index

Scopus Publications

Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions
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.

The survey on relationship between the attitude and academic achievement of in-service mathematics teachers in introductory probability and statistics

Investigation the impact of chess play on developing meta-cognitive ability and math problem-solving power of students at different levels of education
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.

Relationship between integrating of educational technology and pedagogy content knowledge of the teacher with students' attitude and mathematical problem solving performance

A subtle view to metacognitive aspect of mathematical problems solving
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.

RECENT SCHOLAR PUBLICATIONS

The Effect of Chess Instruction on Mathematics Motivational Strategies for Learning and Error Model of Students’ Problem Solving Based on Newman Model
F Kazemi
Journal of Algebraic Statistics 13 (2), 2698-2716 2022

Investigate content knowledge and pedagogy content knowledge of the primary school teachers and its relation with the students’ problem-solving ability at mathematical fractions
A Rafiepour, F Kazemi, M Fadaee
Research in Curriculum Planning 16 (60), 104-120 2019

Developing a scale to measure content knowledge and pedagogy content knowledge of in-service elementary teachers on fractions
F Kazemi, A Rafiepour
International Journal of Science and Mathematics Education 16, 737-757 2018

Research in Curriculum Planning
R Saberi
Evaluation, 75-86 2017

Localizing lesson study for the math teachers’ professional development, necessities and prohibitions
F Kazemi, A Zaman, A Ghafar
J. Appl. Environ. Biol. Sci 4 (9S), 504-508 2014

The survey on relationship between the attitude and academic achievement of in-service mathematics teachers in introductory probability and statistics
F Kazemi, A Shahmohammadi, M Sharei
World Applied Sciences Journal 22 (7), 886-891 2013

Investigation the impact of chess play on developing meta-cognitive ability and math problem-solving power of students at different levels of education
F Kazemi, M Yektayar, AMB Abad
Procedia-Social and Behavioral Sciences 32, 372-379 2012

The effect of integrating technology in teaching as part of teachers' PCK on students’ attitude, misconceptions, and mathematical problem solving performance
F Kazemi, S Bayat
International journal of education and information technologies 6 (1), 1-8 2012

A comparison between two methods of measurement of meta-cognitive awareness on mathematical problems solving of university students
F Kazemi
Procedia-Social and Behavioral Sciences 46, 3807-3811 2012

Investigation the effect of emotional intelligence skills and metacognitive capabilities on student’s mathematical problem solving
M Sharei, F Kazemi, M Jafari
Educational Research 3 (11), 844-850 2012

Comparison of problem-based learning approach and traditional teaching on attitude, misconceptions and mathematics performance of University Students
F Kazemi, M Ghoraishi
Procedia-Social and Behavioral Sciences 46, 3852-3856 2012

A subtle view to metacognitive aspect of mathematical problems solving
F Kazemi, MR Fadaee, S Bayat
Procedia-Social and Behavioral Sciences 8, 420-426 2010

MOST CITED SCHOLAR PUBLICATIONS

A subtle view to metacognitive aspect of mathematical problems solving
F Kazemi, MR Fadaee, S Bayat
Procedia-Social and Behavioral Sciences 8, 420-426 2010
Citations: 41

A comparison between two methods of measurement of meta-cognitive awareness on mathematical problems solving of university students
F Kazemi
Procedia-Social and Behavioral Sciences 46, 3807-3811 2012
Citations: 9

Localizing lesson study for the math teachers’ professional development, necessities and prohibitions
F Kazemi, A Zaman, A Ghafar
J. Appl. Environ. Biol. Sci 4 (9S), 504-508 2014
Citations: 3