The purpose of the current study is to investigate the learning process, which is enriched by using various teaching methods in the context of mathematical reasoning from the perspectives of seventh grade students and their mathematics teacher. In order to have an in-depth study, a qualitative research approach was preferred. This research was conducted with 23 seventh grade students and their mathematics teacher at a randomly selected public secondary school. Qualitative data was collected by using a semi-structured interview form developed for both the teacher and the students. As a result of this research, it was determined that this learning environment increased students’ participation in the lessons, provided effective and permanent learning and encouraged the use of mathematical reasoning skills. In addition, it was found that this learning environment, which uses various learning ways, develops a positive attitude towards the lessons. Besides, according to the findings of this study, it was found that the learning environment in which various learning ways were utilized provided sufficient knowledge of concept and method to the students, and improved their mathematical reasoning skills.

Article Info The purpose of this study is to examine the articles, which utilized SPSS and AMOS programs in the data analysis, and were published in 2011-2016 in the journal of Science and Education that is in the scope of SSCI. For this aim, 343 articles out of 688 were examined from the perspectives of the type of statistical technique, the number of authors, sample size, research design, group of sample and the method of analysis. The data were examined through content analysis and presented by means of descriptive statistical methods. According to the results of this research, parametric tests were the most utilized statistical tests in the data analyses and the studies were mostly designed compatible with quantitative research. The studies were conducted mostly by one or two authors. Elementary and middle school students and undergraduates were the most frequently studied participants. The results of the study will be a guide and light for the future studies.

This article aimed to explore the philosophy behind the mathematical content development and assess the problems in the implementation of mathematics curriculum. Mathematics curriculum is circumscribed by content, process and standard, and it cannot be achieved with optimum outcomes if the causal effects attributes are not determined. The relevant personals should be aware of the nature of this subject and the structural and functional requirements that are the most important for achieving the actual demand of this subject. In Pakistan, the stress is only on content mastery, documentations and illogical and inappropriate strategies through which the intended curriculum can hardly be achieved. Reforms must be done in both structure and function in order to achieve the curriculum objectives. This article is an attempt to highlight the structural, functional issues that are the basic hurdles in the attainment of the math curriculum objectives. The critical analyses of the available literature suggested some fundamental reforms towards the improvement of primary mathematics. Keywords: Content Knowledge, Pedagogical Knowledge, Standards