The method of this research is lesson research. The present study was performed on third grade students of Shohadaye Meshkan School (two classes with 15 and 18 students) in Neyriz city who were studying at this school in 2018 - 2019. Quantitative and qualitative data were used. Qualitative data include active observation of two math classes of third grade in the lesson research process, interviewing teachers to understand the impact of research on improving the quality of teaching and achieving meaningful learning, examining lesson plans, teacher self-assessment, external observers and evaluators of third grade students to see the impact of lesson study on their learning the multiplicative distributive properties. The quantitative data include the results of the third grade math test before and after the study. To teach the concept of multiplicative multiplication, paying attention to students' preconceptions about multiplications and their ability to multiply multiplicities and multiplicative properties to find a starting point for teaching and using these concepts as comparative and demonstrative precursors reinforces constructivism , Meaningful and integrated learning.
Eftekhari, H., & Maki Abadi, M. (2019). Improving the quality of teaching Distribution multiplicity and meaningful learning using pre-organizer teaching pattern (study). Quarterly Journal of Education Studies, 5(18), 11-30.
MLA
Hojat Eftekhari; Maryam Maki Abadi. "Improving the quality of teaching Distribution multiplicity and meaningful learning using pre-organizer teaching pattern (study)". Quarterly Journal of Education Studies, 5, 18, 2019, 11-30.
HARVARD
Eftekhari, H., Maki Abadi, M. (2019). 'Improving the quality of teaching Distribution multiplicity and meaningful learning using pre-organizer teaching pattern (study)', Quarterly Journal of Education Studies, 5(18), pp. 11-30.
VANCOUVER
Eftekhari, H., Maki Abadi, M. Improving the quality of teaching Distribution multiplicity and meaningful learning using pre-organizer teaching pattern (study). Quarterly Journal of Education Studies, 2019; 5(18): 11-30.
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