On the Psychology of Teaching Physics and Mathematics

It is evident to any skilled physics and mathematics teacher that the process of student education should systematically involve students’ particular elements including abilities, capacities, interests, culture and the nature of their cognitive structure and creativity. In this paper, we focused on educators’ personality influence on forming their scientific perspectives of student education while teaching physics and mathematics and making educational decisions for students. Psychology of teachers is an important component in teacher education, curriculum planning, and curriculum implementation process. We aimed to introduce mathematical models for different personalities of teachers and discuss how these models can be used in classroom and in curriculum planning.

In general, by examining the results of the previous researches, it can be said that most of the teachers consider Vision books to be a significant improvement over the old English language teaching books and believe that these books have adhered to the guidelines of the CLT method. Still they also believe that these books are culturally weak and cannot familiarize students with the target culture. It is better that authors make some revisions and include different cultural aspects such as: food, clothing, ceremonies and customs, beliefs and superstitions of the English-speaking people in these books for more familiarity of the learners. It is also recommended that teachers pay more attention to this point and personally focus on increasing the communicative competence of students in their classroom.