Purpose: Considering the importance of proper implementation of the elementary school math curriculum, the present research was conducted with the aim of identifying the effective contextual and moderating components in the implementation of the elementary school math curriculum.
Methodology: This study was applied research, and the implementation method was qualitative. The study population was expert teachers in the elementary school math curriculum field of Tehran city in the 2021-22 academic years, which 16 individual of them were selected according to the theoretical saturation principle with purposeful and snowball sampling methods. The research tool was a semi-structured interview, which the opinion of experts confirmed its face validity, and its reliability was obtained at 0.86 with using Cohen's Kappa coefficient method. Data were analyzed by thematic analysis method in MAXQDA-2020 software.
Findings: The findings showed that in the pattern of effective components in the implementation of the elementary school math curriculum, for contextual components were identified 17 basic themes in 4 organizing themes, including social, cultural, economic and structural, and for moderating components were identified 20 basic themes in 3 organizing themes, including advantages of math learning, obstacles of math learning and facilitating factors math learning. Finally, the pattern of effective contextual and moderating components in the implementation of the elementary school math curriculum was drawn.
Conclusion: According to the results of this study and the effective contextual and moderating components in the implementation of the elementary school math curriculum, there is a need for experts and lesson planners to use appropriate solutions to the identified components improving the
educational system condition.