Document Type : Original Article

Authors

• Mohammad Reza Nili Ahmadabadi ¹
• Sayed Jamal Bakhshayesh ²
• Iman Karimi ³

¹ Associate Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan

² PhD student of curriculum in Isfahan University

³ Student PhD of Curriculum Planning, Faculty of Education and Psychology, University of Isfahan

Abstract

This qualitative research used Eisner's Educational
Connoisseurship and Criticism method to evaluate ninth-grade
virtual mathematics education in the form of a case study and
studied how to teach geometry in three stages, including
description, interpretation, and evaluation. To collect data, a first
secondary school was selected using the purposive sampling
method. The research data was collected over one month during
20 teacher training observation sessions in the context of the
SHAD program, as well as semi-structured interviews with 12
mathematics teachers and 50 ninth-grade students. The results
showed that ninth-grade math teachers in virtual education
conditions in the SHAD platform reached the book’s goals to some
extent, but always with many problems such as low internet speed,
SHAD software problems, reduced teaching time, and students’
lack of attention. In addition, teachers faced problems such as not
paying attention to intelligent and late-comprehending students
during teaching, providing insufficient feedback, and not paying
attention to curriculum integration

Keywords

• Evaluation
• 9th Mathematics Geometry Education
• Virtual Education
• SHAD Program
• Educational Connoisseurship and Criticism

Main Subjects

• الگوهای برنامه درسی