Farzad Radmehr

About

I am a mathematics educator who enjoys conducting research on how teaching and learning mathematics can be improved at upper secondary and tertiary levels. I hold two PhDs in mathematics education, and I have a background in pure mathematics (have a B.Sc. in pure mathematics and took some postgraduate mathematics courses as part of my master and first PhD). For more information, please see my CV.

Education

PhD in Mathematics Education (2013-2016). Victoria University of Wellington, New Zealand.
Thesis Title. Exploring students’ learning of integral calculus using Revised Bloom’s Taxonomy
PhD in Applied Mathematics- Mathematics Education (2011-2014). Ferdowsi University of Mashhad, Iran.
Thesis Title. Cluster analysis: A tool for analyzing data in the psychology of learning mathematics (19.80 out of 20).
M.Sc. in Mathematics Education (2009-2011). Ferdowsi University of Mashhad, Iran.
Thesis Title. Analyzing students’ mathematical performance based on Revised Bloom’s Taxonomy (20 out of 20).
B.Sc. in Pure Mathematics (2005-2009). Ferdowsi University of Mashhad, Iran.
Thesis Title. Ethno-mathematics (19 out of 20).

Research

My research focuses on improving the teaching and learning of mathematics at the upper secondary and tertiary levels. I am also interested in mathematical modelling, networking learning theories, and task design in mathematics education.

Lesson Design Study and Teaching Resources

Improving teaching and learning of graph theory

Two topics were considered: vertex coloring and the tree concept

Improving teaching and learning of differential equations

Two topics were considered: Exact differential equations and the Laplace transform.

Improving teaching and learning of calculus

The focused topics so far are derivative and integral calculus

Principles for and approaches to task design in mathematics education

Different approaches and frameworks were considered for task design in mathematics education, including problem posing, puzzle-based learning, using Revised Bloom's taxonomy and metacognition

Publications

2024

Radmehr, Farzad; Arnesen, Kristin Krogh; Valenta, Anita. (2024) YouTube content creators’ discourse: A multiple case study on the cross product using commognition and positioning theory. Proceedings of the International Groups for the Psychology of Mathematics Education (4)
Academic anthology/Conference proceedings
Zakariya, Yusuf F.; Awofala, Adeneye O. A.; Radmehr, Farzad. (2024) Editorial: Affective constructs in mathematics education. Frontiers in Psychology
Editorial
Rezvanifard, Faezeh; Radmehr, Farzad. (2024) Laplace Transform in Mathematics and Electrical Engineering: A Praxeological Analysis of Two Textbooks on the Differential Equations and Signal Processing. IEEE Transactions on Education
Academic article
Radmehr, Farzad. (2024) Learning Eigenvalues and Eigenvectors with Online YouTube Resources: A Journey in the Embodied, Proceptual-symbolic, and Formal Worlds of Mathematics. PRIMUS - Problems, Resources, and issues in mathematics undergraduate studies
Academic article
Radmehr, Farzad; Turgut, Melih. (2024) Learning more about derivative: leveraging online resources for varied realizations. ZDM: Mathematics Education
Academic article

2023

Taghizadeh Bilondi, Maryam; Radmehr, Farzad. (2023) Students’ mathematical thinking of the tree concept: an integration of APOS with Tall’s three worlds of mathematics . Research in Mathematics Education
Academic article
Radmehr, Farzad; Haghjoo, Saeid; Reyhani, Ebrahim. (2023) Task design using a realization tree: The case of the derivative in the context of chemistry . The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference (2)
Academic anthology/Conference proceedings
Ding, Liping; Radmehr, Farzad. (2023) Rethinking the emotional characteristics of students’ attitudes towards mathematics. European Society for Research in Mathematics Education
Academic chapter/article/Conference paper
Radmehr, Farzad. (2023) Toward a theoretical framework for task design in mathematics education. Journal on Mathematics Education (JME)
Academic article
Rezvanifard, Faezeh; Radmehr, Farzad; Drake, Michael. (2023) Perceptions of Lecturers and Engineering Students of Sophism and Paradox: The Case of Differential Equations. Education Sciences
Academic article
Radmehr, Farzad; Tohidinasab, Khaled; Tavakoli, Mostafa. (2023) Teaching and Learning of Vertex Coloring Using an Inquiry-Based Approach. PRIMUS - Problems, Resources, and issues in mathematics undergraduate studies
Academic article
Radmehr, Farzad; Turgut, Melih. (2023) Economics students’ perception of effective teaching of mathematics at the tertiary level. Nordic Journal of STEM Education
Academic article
Radmehr, Farzad. (2023) Problem-posing tasks and the inclusion principle. For the Learning of Mathematics
Short communication

Books

Radmehr, Farzad; Arnesen, Kristin Krogh; Valenta, Anita. (2024) YouTube content creators’ discourse: A multiple case study on the cross product using commognition and positioning theory. Proceedings of the International Groups for the Psychology of Mathematics Education (4)
Academic anthology/Conference proceedings
Radmehr, Farzad; Haghjoo, Saeid; Reyhani, Ebrahim. (2023) Task design using a realization tree: The case of the derivative in the context of chemistry . The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference (2)
Academic anthology/Conference proceedings

Part of book/report

Ding, Liping; Radmehr, Farzad. (2023) Rethinking the emotional characteristics of students’ attitudes towards mathematics. European Society for Research in Mathematics Education
Academic chapter/article/Conference paper
Radmehr, Farzad; Ezzati, Mahnaz. (2022) Exploring engineering students’ engagement with proof without words: The case of calculus . Société européenne pour la formation des ingénieurs (SEFI)
Academic chapter/article/Conference paper
Radmehr, Farzad; Nedaei, Mahboubeh; Rezvanifard, Faezeh. (2021) Task design in Engineering mathematical courses: The case of problem posing and puzzle tasks. Société européenne pour la formation des ingénieurs (SEFI)
Academic chapter/article/Conference paper
Radmehr, Farzad; Nedaei, Mahboubeh; Drake, Michael. (2020) Exploring undergraduate engineering students’ competencies and attitudes towards mathematical problem posing in integral calculus.
Academic chapter/article/Conference paper
Radmehr, Farzad; Vos, Pauline. (2020) Issues and challenges of 21st century assessment in mathematics education. Nova Science Publishers
Academic chapter/article/Conference paper

Report

Rezvanifard, Faezeh; Radmehr, Farzad. (2021) How do undergraduate engineering students engage with puzzle problems related to first-order differential equations?. The Special Interest Group of the Mathematical Association of America (SIGMAA) for Research in Undergraduate Mathematics Education
Report

Teaching

Courses

More than ten years (since 2011) experience teaching mathematics (pre-calculus, calculus, multivariable calculus, differential equations, and introductory linear algebra) and mathematics education at the tertiary level in New Zealand, Norway, and Iran, including master and PhD courses in mathematics education.

Supervision

Completed supervision

I was part of the supervision team of five PhD and 18 master theses in mathematics education since 2015.

Doctoral theses

Haghjoo, S. (2023). Designing a model of students’ thinking about the relationship between the graph of the derivative function and its antiderivative. Shahid Rajaee Teacher Training University.
Salavati Nejad, N. (2021). Developing a model of students’ combinatorial thinking using a grounded theory approach. Ferdowsi University of Mashhad.
Amani, A. (2020). Introducing mathematical models for predicting mathematics attitude, anxiety and mathematical performance. Ferdowsi University of Mashhad.
Kolahdooz, F. (2018). Exploring students’ mathematical proof comprehension in a paper-pencil and a dynamic assessment. Ferdowsi University of Mashhad.
Borji, V. (2018). Application of the APOS-ACE theory to improve students’ graphical understanding of the derivative. Ferdowsi University of Mashhad.

Master theses

Røgeberg, A. (2024). The didactic transposition of the limits of functions: From academic knowledge to be taught at university to knowledge to be taught at upper secondary school. Norwegian University of Science and Technology.
Furberg Hvidsten, F. M. (2024). On the possibility of integrating problem posing and mathematics trails in teaching and learning of mathematics: A case study. Norwegian University of Science and Technology.
Dønheim-Nilsen, G. (2024). Students’ and teachers’ participation in a dynamic mathematics test. Norwegian University of Science and Technology.
Heimdahl, S. (2024). Routines and participation in problems posing tasks related to fractions: A phenomenological study of pupils in the 6th grade using commognition theory. Norwegian University of Science and Technology.
Olsen, J. J. (2024). Learning opportunities on Campus Inkrement: The case of algebra at 6th grade. Western Norway University of Applied Science.
Tøsse, A. V. and Rege, P. H. (2023). Integrating teaching and learning of statistics with puzzle-based learning: A commognitive study. Norwegian University of Science and Technology.
Bedsvaag, F. G. and Moan M. (2023). Integrating mathematical modelling activities with math trails: A mixed methods study of pupils at 9th grade. Norwegian University of Science and Technology.
Vildgren, F. (2023). Integrating math trails with mathematical modelling tasks related to fraction at the primary level. Norwegian University of Science and Technology.
Rohde, R. (2022). The introduction of the derivative in German and Norwegian schools: A comparative schoolbook analysis. Berlin Institute of Technology/Norwegian University of Science and Technology.
Ezzati, M. (2022). Exploring the possibility of using proofs without words to improve the teaching and learning of integral calculus. Ferdowsi University of Mashhad.
Taghizadeh Bilandi, M. (2021). Exploring students’ mathematical understanding of the concept of tree using APOS theory and Tall’s three worlds of mathematics. Ferdowsi University of Mashhad.
Ⅿirsonⅾosi, M. (2020). Exploring the possibility of using a flipped classroom teaching method to improve the teaching and learning of mathematics at the undergraduate level. Ferdowsi University of Mashhad.
Rezvanifard, F. (2019). On the possibility of using puzzle-based learning to improve the teaching and learning of differential equations. Ferdowsi University of Mashhad.
Hosieni, A. S. (2019). Components of pedagogical content knowledge for teaching limits and continuity. Ferdowsi University of Mashhad.
Borji, A. (2019). Exploring resources, orientations, and goals of Year 12 mathematics teachers and mathematics lecturers. Ferdowsi University of Mashhad.
Mahbubeh, N. (2018). Exploring students’ abilities and attitudes towards problem posing in integral calculus. Ferdowsi University of Mashhad.
Moghaddam, K. (2018). Content analysis of integral calculus topic of Year 12 calculus textbook based on Revised Bloom's taxonomy. Ferdowsi University of Mashhad.
Niazi, N. (2017). Components of effective teaching from the perspectives of mathematics lecturers. Ferdowsi University of Mashhad.

Outreach

2024

Academic lecture

Radmehr, Farzad; Strømskag, Heidi. (2024) Modelling real-world scenarios: The role of variables and parameters in multivariable functions. Universitetet i Agder Nordic Network for Algebra Learning , Kristiansand 2024-10-03 - 2024-10-04
Academic lecture

Radmehr, Farzad; Arnesen, Kristin Krogh; Valenta, Anita. (2024) YouTube content creators’ discourse: a multiple case study on the cross product using commognition and positioning theory. International annual conference of the group for the psychology of mathematics education 2024-07-17 - 2024-07-21
Academic lecture

Valenta, Anita; Radmehr, Farzad. (2024) The potentials of always- sometimes- never tasks for promoting reasoning and proving, and beyond. The 15th International Congress on Mathematical Education , Sydney 2024-07-07 - 2024-07-14

2021

Academic lecture

Radmehr, Farzad; Rezvanifard, Faezeh; Drake, Michael. (2021) The attitudes of lecturers and students towards puzzle-based learning: The case of differential equations. The 14th International Congress on Mathematical Education 2021-07-11 - 2021-07-18
Academic lecture

Gjesteland, Thomas; Lima, Vegard; Lunøe-Nielsen, Sverre A; Radmehr, Farzad; Goodchild, Simon. (2021) Gruppebasert prosjektoppgave i matematikk: Veiledernes erfaringer. UHR-MNT, Realfagssenteret,MatRIC, UiA MNT konferansen 2021 , Kristiansand 2021-03-15 - 2021-03-16

2019

Academic lecture

Radmehr, Farzad. (2019) Improving the quality of teaching, learning, and assessment of mathematics at higher education: Utilizing Revised Bloom’s Taxonomy and facets of metacognition . MatRIC MatRIC Conference 2019 , Bergen 2019-10-14 - 2019-10-15

Språkvelger

Farzad Radmehr

Farzad Radmehr

About

Competencies

Research

Improving teaching and learning of graph theory

Improving teaching and learning of differential equations

Improving teaching and learning of calculus

Principles for and approaches to task design in mathematics education

Publications

2024

2023

2022

2021

2020

2019

2018

2017

2014

2012

Journal publications

Books

Part of book/report

Report

Teaching

Courses

Supervision

Outreach

2024

2021

2019