Purpose of this study was investigating reciprocal teaching impact on improving mathematical comprehension skills in first guidance grade female students. Comprehension is a significant tread on math's issues solving and students could be successful on math's issues with comprehending math's issues. Reciprocal teaching is a way of increasing cognitive and metacognitive skills. The method of this research was a semi experimental study with pre-post test method. Statistical sample of this research were 2488 female first guidance grade students in Gorgan. From them a sample of 38 female first Guidance grade students in Gorgan city were randomly selected (19 control, 19 experimental). A teacher made test with 111 items was used to evaluate the students, mathematical problems solving skills. The reciprocal teaching was done in 8 sessions and it took 1 month. Results showed a significant difference between experimental and control groups. Reciprocal teaching method makes students, mathematical problem solving skills better
Dehbash, M., Hakimjavadi, M. & Lavasani, M. (2014). The study of the effect of reciprocal teaching method on mathematical comprehension in two-student groups. Journal of Educational Sciences, 21(1), 167–188.
MLA
Dehbash, M., Hakimjavadi, M., & Lavasani, M. "The study of the effect of reciprocal teaching method on mathematical comprehension in two-student groups", Journal of Educational Sciences, 21, 1, 2014, 167–188.
HARVARD
Dehbash, M., Hakimjavadi, M., & Lavasani, M. (2014). 'The study of the effect of reciprocal teaching method on mathematical comprehension in two-student groups', Journal of Educational Sciences, 21(1), pp. 167–188.
CHICAGO
Dehbash, M., Hakimjavadi, M. & Lavasani, M., "The study of the effect of reciprocal teaching method on mathematical comprehension in two-student groups." Journal of Educational Sciences, 21 1 (2014): 167–188,
VANCOUVER
Dehbash M., Hakimjavadi M., Lavasani M. The study of the effect of reciprocal teaching method on mathematical comprehension in two-student groups. JES. 2014;21(1):167–188 (In Persian).
