Farzad Radmehr
Biographic Data
| ID | 9279953 |
|---|---|
| NAME | Farzad Radmehr |
| GIVEN NAMES | Farzad |
| FAMILY NAME | Radmehr |
| SIGNATURE | RADMEHR F |
| AFFILIATIONS | Ferdowsi University of Mashhad |
| ORCID | 0000-0002-0592-9148 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Laplace Transform in Mathematics and Electrical Engineering
Contribution: Although a limited number of studies have compared textbooks used in introductory science courses (ISCs) and technical engineering courses (TECs), such a study has not been conducted regarding the Laplace transform (LT). The LT is one of the important topics that electrical engineering students learn as part of their undergraduate degree. It is instrumental in both ISCs (e.g., differential equations (DEs)) and TECs (e.g., signal pro…
Perceptions of Lecturers and Engineering Students of Sophism and Paradox
One of the important topics that many STEM (science, technology, engineering, and mathematics) students learn at the tertiary level is differential equations (DEs). Previous studies have explored students’ perceptions of engaging in puzzle tasks in STEM courses; however, no study has explored lecturers’ and students’ perceptions toward using sophism and paradox tasks in teaching mathematics courses, including DEs. This study explores DEs lecturer…
How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors
This study explores university students’ perceptions of factors that hinder student learning with particular attention to students’ discipline (STEM vs non-STEM) and ethnicity. A sample of 1684 university students in New Zealand participated in this study. Students’ responses to an open-ended question were first inductively coded and then quantitatively analyzed using Chi-square independence test and logistic regression. The findings identified s…
Unpacking the black‐box of students' visual attention in Mathematics and English classrooms
With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini…
Exploring Students’ Metacognitive Knowledge
Previous studies of integral calculus have mainly explored students’ conceptual and procedural knowledge; only a few have focused on students’ metacognition in relation to integral calculus. The study reported here explored students’ metacognitive knowledge of integral calculus by interviewing nine first-year university and eight Year 13 students. The design of the interview questions was based on the structure of metacognitive knowledge in Revis…
An assessment-based model for exploring the solving of mathematical problems
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An assessment-based model for exploring the solving of mathematical problems
Exploring Students’ Metacognitive Knowledge
Previous studies of integral calculus have mainly explored students’ conceptual and procedural knowledge; only a few have focused on students’ metacognition in relation to integral calculus. The study reported here explored students’ metacognitive knowledge of integral calculus by interviewing nine first-year university and eight Year 13 students. The design of the interview questions was based on the structure of metacognitive knowledge in Revis…
Unpacking the black‐box of students' visual attention in Mathematics and English classrooms
With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study conducted in three schools in Santiago, Chile, where a sample of 113 randomly selected students wore a mini…
How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors
This study explores university students’ perceptions of factors that hinder student learning with particular attention to students’ discipline (STEM vs non-STEM) and ethnicity. A sample of 1684 university students in New Zealand participated in this study. Students’ responses to an open-ended question were first inductively coded and then quantitatively analyzed using Chi-square independence test and logistic regression. The findings identified s…
Perceptions of Lecturers and Engineering Students of Sophism and Paradox
One of the important topics that many STEM (science, technology, engineering, and mathematics) students learn at the tertiary level is differential equations (DEs). Previous studies have explored students’ perceptions of engaging in puzzle tasks in STEM courses; however, no study has explored lecturers’ and students’ perceptions toward using sophism and paradox tasks in teaching mathematics courses, including DEs. This study explores DEs lecturer…
Laplace Transform in Mathematics and Electrical Engineering
Contribution: Although a limited number of studies have compared textbooks used in introductory science courses (ISCs) and technical engineering courses (TECs), such a study has not been conducted regarding the Laplace transform (LT). The LT is one of the important topics that electrical engineering students learn as part of their undergraduate degree. It is instrumental in both ISCs (e.g., differential equations (DEs)) and TECs (e.g., signal pro…
Psychology (5 works) · Mathematics education (4 works) · Computer Science (3 works) · Bloom's taxonomy (2 works) · Cognition (2 works) · Education and Critical Thinking Development (2 works) · Engineering (2 works) · Experimental Learning in Engineering (2 works) · Mathematics (2 works) · Mathematics Education and Teaching Techniques (2 works)