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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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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 aims to analyze the ideas of elementary teachers about the concept of "child-friendly school" toextract components and its obstacles. The research method applied was phenomenological and the study samples included 24 elementary teachers in Tehran who had low, medium and high levels of teaching experience. The data for study was collected through semi-structured interviews which were performed on the basis of theoretical saturation. The method of data analysis used was Brown and Clark ' thematic analysis (2006). Based on the theme analysis, 13 basic themes 5 organizing and a main theme  were identified as the child-friendly school components. In addition, 7 basic themes, 3 organizing themes and an overarching theme were recognized as the barriers to the realization of a child-friendly school. Finally, it should be mentioned that due to several obstacles, there are no conditions to create such atmosphere in many Iranian schools, especially public schools.

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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.

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The purpose of this research was to describe the perception of primary school teachers on how to help students in instructing of the volume, using the task-based interview method. For this purpose, some tasks was designed and implemented with two general question for six volunteer primary school teachers who had experience in teaching fifth and sixth grades. The answers were analyzed according to the instruction component of the cognitive activation model in the classroom (Kraus et al., 2008). The results showed the lecture method, the less use of concrete representations, different perceptions of the volume definition, spatial limitations and relying on arithmetic representation in solving the task. In total, the results of this research clarify the need of teachers to improve their knowledge in the field of instructing of the volume, and for this purpose, suggestions have been presented.