The Contribution of Abacus to Mathematic Learning through Teachers ’ Motivation in Elementary Schools of Iran：（Abacus的贡献通过教师的数学学习动机在小学的伊朗）.pdfVIP

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The Contribution of Abacus to Mathematic Learning through Teachers ’ Motivation in Elementary Schools of Iran：（Abacus的贡献通过教师的数学学习动机在小学的伊朗）.pdf

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The Contribution of Abacus to Mathematic Learning through Teachers ’ Motivation in Elementary Schools of Iran：（Abacus的贡献通过教师的数学学习动机在小学的伊朗）

European Journal of Business and Management ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online) Vol.7, No.23, 2015 The Contribution of Abacus to Mathematic Learning through Teachers’ Motivation in Elementary Schools of Iran Elhameh Rouhbakhsh Sarvari, Norihan Abu Hassan, Shadiya Mohamed Saleh Universiti Teknologi Malaysia Abstract The objective of this paper is to focus on the contribution of the use of abacus towards mathematic learning through teachers’ motivation. The use of abacus is defined as the independent variable of this study and mathematic learning is considered as the dependent variable mediated by motivation. This paper attempts to review the last studies. This presents a conceptual framework for the importance of effective factors to improve mathematic learning in the elementary schools. Key Words: Abacus, motivation, mathematic learning. 1. Introduction The problem-solving experiences that children typically meet in schools are no longer adequate for today’s world. Mathematical problem solving involves more than working out how to go from a given situation to an end situation where the “givens,” the goal, and the “legal solution steps” are specified clearly. The most challenging aspect of problems encountered in many professions today involve developing useful ways of thinking mathematically about relevant relationships, patterns, and regularities (LeshZawojewski, 2007). In this regard, this study investigates what how abacus can affect on elementary school students for learning mathematic through teachers’ innovative behaviour, teachers’ motivation, and