Volume 10, Issue 20 (12-2022)                   نظریه و عمل 2022, 10(20): 389-424 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Gholamazad S. (2022). Implementation of the mathematics curriculum of the first cycle of elementary education: challenges and solutions. نظریه و عمل. 10(20), 389-424.
URL: http://cstp.khu.ac.ir/article-1-3475-en.html
Abstract:   (1827 Views)
Following the latest mathematics curriculum reform of the first cycle of elementary education in Iran and the experience of about a decade of implementation of this program, the aim of the present study was comparing the intended implementation of this program with the implemented mathematics curriculum. The framework used in this study is Akker's 10-element model, which considers the various components in the curriculum. Identifying the characteristics of the implemented mathematics curriculum in the first period of elementary school was done using the triangulation design. For this purpose, qualitative data were collected through observing the teaching process in classrooms, semi-structured interviews, teachers' reports, and focus groups. The findings of this study showed some differences, shortcomings and weaknesses in the implementation of the curriculum, which were discussed and presented separately for the elements of the program. Finally, 25 solutions emerging from the findings of this research were proposed for future planning.
Full-Text [PDF 320 kb]   (606 Downloads)    
Type of Study: Research |
Received: 2022/08/6 | Revised: 2023/11/17 | Accepted: 2022/12/17 | Published: 2022/12/1

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Theory & Practice in Curriculum Journal

Designed & Developed by : Yektaweb