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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.
 

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The main purpose of the present study is to develop a practical guide to the integrated curriculum of the third grade of elementary school. The research approach was qualitative (qualitative content analysis method) and the research community was all third grade elementary textbooks and teacher teaching guides of each book. The theme-based integrated curriculum approach (concept-based and skill-based) was chosen. Concepts and skills were extracted from the textbooks and the objectives of each lesson were extracted from the teacher's teaching guides and coded at the same time. Codes that had a common theme were placed in one category and formed the combined themes of the curriculum. 192 initial codes were obtained. After classification, 106categories were obtained and finally, 14 combined themes were formed.

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The present research was conducted with the aim of investigating the level of attention paid to the components of the readable design in the content of the Persian curriculum of the upper elementary school, which was based on the method of content analysis and Shannon entropy. The research community of Persian books of the second elementary school and sampling was not considered. The collection tool was a content analysis list made by the researcher, the validity of which was confirmed by the opinions of respected curriculum professors and provincial teachers of KhANA Plan. Its reliability was also determined by the teachers of the reading plan and the agreement coefficient was 85 percent. Based on the findings of this research, the amount of attention paid to language skills component of KhANA plan in the content of the fourth grade Persian curriculum, is 80 percent, fifth grade 80, and sixth grade 85 percent, and in total, 82 percent of third-grade Persian in upper elementary school. And the amount of attention paid to the component of manners and life skills in KhANA plan (politeness, responsibility and courage) in persian content is 45%, 5th 47%, 6th 42% and in total 48%.

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 In order to fully understand the concept of fraction, all of its sub-constructs must be considered and interrelated. The purpose of this study is to examine the presence of these sub-constructs and their level of use in elementary mathematics textbooks in Iran. A content analysis study based on Kieren's sub-constructs framework with five categories, namely; part-whole, measurement, ratio, quotient, and operator, was conducted to analyze all 2-6 grades’ mathematics textbooks’ activities and problems in chapters related to the concept of fraction. The results of the analysis showed that the most used sub-constructs respectively are: Part-Whole (49%), Measurement (22%), Ratio (16%), Operator (11%), Quotient (1%). There is very little attention given to the sub-construct of ‘quotient’ in these textbooks. Moreover, the potential of some sub-constructs has not been fulfilled.

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Learning math vocabularly is essential for language development and improving students' mathematics knowledge. The present research is descriptive-analytical, its purpose is applied and its approach is qualitative. First, by synthesis method, the researches done in the field of teaching mathematical vocabulary were reviewed and the types of words that need to be taught were categorized. Then, using content analysis method, the key words of math books were extracted. The sample of the research is the first to third grade elementary mathematics textbooks of Iran. In the synthesis section, the research community of all articles related to the teaching of mathematical vocabulary and the research sample, 36 articles are available, which were selected by searching the selected internal and external databases. The words extracted from the first to third grade elementary math textbooks were placed in eleven categories.

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The present study was conducted with the aim of analyzing the experiences of teachers of multi-grade classes in teaching composition using the phenomenological method and using semi-structured interviews. Purposive sampling method and criterion method, all the teachers of multi-grade classes in Boyar Ahmad city in 1400 who had more than three years of teaching experience in multi-grade classes were selected and finally 25 people were interviewed based on theoretical saturation. The analysis of the interviews was done using the Claysey model and thematic analysis method. The findings were classified into four main themes: consequences related to teachers, students, parents and the educational system. The validity of the data was confirmed by using the techniques of reliability, transferability and alignment of data, and the reliability of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers.