Volume 7, Issue 2 (8-2024)
Iranian Journal of Educational Sociology 2024, 7(2): 106-113 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mohammadi Naeeni M, Ranjdoust S, Tahmasabzadeh Sheikhlar D. (2024). Identifying Contextual and Moderating Components Affecting the Implementation of the Primary Mathematics Curriculum. Iranian Journal of Educational Sociology. 7(2), 106-113. doi:10.61838/kman.ijes.7.2.13
URL: http://iase-idje.ir/article-1-1395-en.html
URL: http://iase-idje.ir/article-1-1395-en.html
1- PhD Student, Department of Curriculum Planinng, Marand Branch, Islamic Azad University, Marand, Iran.
2- Associate Professor, Department of Curriculum Planinng, Marand Branch, Islamic Azad University, Marand, Iran.
3- Professor, Department of Educational Sciences, University of Tabriz, Tabriz, Iran.
2- Associate Professor, Department of Curriculum Planinng, Marand Branch, Islamic Azad University, Marand, Iran.
3- Professor, Department of Educational Sciences, University of Tabriz, Tabriz, Iran.
Abstract: (671 Views)
Purpose: Given the importance of proper implementation of the primary mathematics curriculum, this study aimed to identify the effective contextual and moderating components in the implementation of the primary mathematics curriculum.
Methodology: This study was applied in purpose and qualitative in approach. The research population consisted of expert teachers in the field of primary mathematics curriculum in Tehran during the academic year 2020-2021, from whom 16 were selected based on theoretical saturation using purposive and snowball sampling methods. The research tool was a semi-structured interview, the face validity of which was confirmed by experts, and its reliability was obtained with a Cohen’s Kappa coefficient of 0.86. The data were analyzed using thematic analysis in MAXQDA-2020 software.
Findings: The findings revealed that in the model of effective components in the implementation of the primary mathematics curriculum, for contextual components, 17 basic themes were identified under 4 organizing themes including social, cultural, economic, and structural, and for moderating components, 20 basic themes were identified under 3 organizing themes including advantages of learning mathematics, barriers to learning mathematics, and facilitators of learning mathematics. Ultimately, a model of effective contextual and moderating components in the implementation of the primary mathematics curriculum was illustrated.
Conclusion: According to the results of this study and considering the effective contextual and moderating components in the implementation of the primary mathematics curriculum, it is necessary for specialists and curriculum planners to utilize strategies compatible with the identified components to improve the educational system.
Methodology: This study was applied in purpose and qualitative in approach. The research population consisted of expert teachers in the field of primary mathematics curriculum in Tehran during the academic year 2020-2021, from whom 16 were selected based on theoretical saturation using purposive and snowball sampling methods. The research tool was a semi-structured interview, the face validity of which was confirmed by experts, and its reliability was obtained with a Cohen’s Kappa coefficient of 0.86. The data were analyzed using thematic analysis in MAXQDA-2020 software.
Findings: The findings revealed that in the model of effective components in the implementation of the primary mathematics curriculum, for contextual components, 17 basic themes were identified under 4 organizing themes including social, cultural, economic, and structural, and for moderating components, 20 basic themes were identified under 3 organizing themes including advantages of learning mathematics, barriers to learning mathematics, and facilitators of learning mathematics. Ultimately, a model of effective contextual and moderating components in the implementation of the primary mathematics curriculum was illustrated.
Conclusion: According to the results of this study and considering the effective contextual and moderating components in the implementation of the primary mathematics curriculum, it is necessary for specialists and curriculum planners to utilize strategies compatible with the identified components to improve the educational system.
Keywords: Curriculum, primary education, social theme, cultural theme, advantages of learning mathematics
Type of Study: Research Article |
Subject:
Special
Received: 2024/02/6 | Accepted: 2024/03/12 | Published: 2024/05/12
Received: 2024/02/6 | Accepted: 2024/03/12 | Published: 2024/05/12
References
1. Ahmady, G., Sheikholeslami, H., Assareh, A., & Reyhani, E. (2019). On the evaluation of the math curriculum of 10 grade of high school from the view point of the math teachers. Technology of Education Journal (TEJ), 13(2), 327-339. https://jte.sru.ac.ir/article_938_en.html
2. Azizi, M., & Nili, M. (2019). The Evaluation of Elementary School Math Curriculum: Proposing a Model. https://www.sid.ir/paper/86822/en
3. Bicer, A., Aleksani, H., Butler, C., Jackson, T., Smith, T. D., & Bostick, M. (2024). Mathematical creativity in upper elementary school mathematics curricula. Thinking Skills and Creativity, 51, 101462. [DOI:10.1016/j.tsc.2024.101462]
4. Dietiker, L., & Riling, M. (2018). Design (In)tensions in mathematics curriculum. International Journal of Educational Research, 92, 43-52. [DOI:10.1016/j.ijer.2018.09.001]
5. Geary, D. C., Berch, D. B., & Mann Koepke, K. (2019). Chapter 1 - Introduction: Cognitive Foundations for Improving Mathematical Learning. In D. C. Geary, D. B. Berch, & K. Mann Koepke (Eds.), Cognitive Foundations for Improving Mathematical Learning (Vol. 5, pp. 1-36). Academic Press. [DOI:10.1016/B978-0-12-815952-1.00001-3]
6. Gholamazad, S., Gooya, Z., & Kiamanesh, A. (2021). A Reflection on the Components of School Mathematics Curriculum in Iran. Theory & Practice in Curriculum Journal, 9(18), 177-206. https://cstp.khu.ac.ir/browse.php?a_id=3318&sid=1&slc_lang=en
7. Gholami Pol Basreh, A., Mohammadi Naeeni, M., & Nateghi, F. (2022). Designing a formal and experienced curriculum model for the sixth grade elementary mathematics course. Popularization of Science, 13(1), 10-29. [DOI:10.22034/popsci.2022.333718.1173]
8. Gooya, Z., Firuzian, A., & Gholamazad, S. (2019). Enhancing Financial Literacy and Financial Decision Making via School Mathematics Curriculum. Journal of Curriculum Studies, 14(54), 1-36. https://www.jcsicsa.ir/article_100333_en.html
9. Jonker, H., März, V., & Voogt, J. (2019). Collaboration in teacher design teams: Untangling the relationship between experiences of the collaboration process and perceptions of the redesigned curriculum. Studies in Educational Evaluation, 61, 138-149. [DOI:10.1016/j.stueduc.2019.03.010]
10. Khodabakhshi, F., Assareh, A., Amini Far, E., & Khosravi, A. A. (2021). Presenting a model of elementary school math curriculum with a mobile learning approach. medical journal of mashhad university of medical sciences, 63(6). https://mjms.mums.ac.ir/article_19233_en.html
11. Khosravi, R. A., & Mehrmohammadi, M. (2023). Design and Validation of Decentering Schemes for Decision-Making about Curriculum Based on Schwab's Theory and Features of the Curriculum Development System in Iran [Research Article]. Iranian Journal of Educational Sociology, 6(1), 12-30. [DOI:10.61186/ijes.6.1.12]
12. Kiss, M., & Kónya, E. (2020). Is it possible to develop some elements of metacognition in a Mathematics classroom environment? Teaching Mathematics and Computer Science, 18(3), 123-132. [DOI:10.5485/TMCS.2020.0485]
13. Mahdian, R., Poushaneh, K., Rezazadeh, H. R., & Maleki, H. (2022). Designing a National Identity Curriculum Model for the Second Elementary Grade [Research Article]. Iranian Journal of Educational Sociology, 5(3), 128-141. [DOI:10.61186/ijes.5.3.128]
14. Makar, K., Ali, M., & Fry, K. (2018). Narrative and inquiry as a basis for a design framework to reconnect mathematics curriculum with students. International Journal of Educational Research, 92, 188-198. https://www.sciencedirect.com/science/article/pii/S0883035518305949 [DOI:10.1016/j.ijer.2018.09.021]
15. Nelson, G., Kiss, A. J., Codding, R. S., McKevett, N. M., Schmitt, J. F., Park, S., Romero, M. E., & Hwang, J. (2023). Review of curriculum-based measurement in mathematics: An update and extension of the literature. Journal of School Psychology, 97, 1-42. [DOI:10.1016/j.jsp.2022.12.001] [PMID]
16. Nerlino, E. (2022). Navigating "the chaos": teacher considerations while adapting curriculum and instruction during the COVID-19 pandemic. Qualitative Research Journal, 22(4), 433-447. [DOI:10.1108/QRJ-02-2022-0026]
17. Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313. https://www.sciencedirect.com/science/article/pii/S0742051X16309428 [DOI:10.1016/j.tate.2016.12.017]
18. Soltan Mohammadi, Z., Sharifian, L., Moradi, S., & Araghieh, A. (2023). Identifying the Dimensions and Components of Education based on Flipped Learning in Elementary School [Research Article]. Iranian Journal of Educational Sociology, 6(2), 45-53. [DOI:10.61186/ijes.6.2.45]
19. Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., & Markley, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children's early mathematics learning. Early Childhood Research Quarterly, 53, 329-342. https://www.sciencedirect.com/science/article/pii/S0885200620300387 [DOI:10.1016/j.ecresq.2020.04.002]
20. Zhang, Y., & Luo, S. (2022). Connecting EFL curriculum reforms with teacher and student learning: insights from two lesson studies. International Journal for Lesson & Learning Studies, 11(4), 318-330. [DOI:10.1108/IJLLS-06-2022-0073]
21. Zweeris, K., Tigelaar, E. H., & Janssen, F. J. J. M. (2023). Studying curriculum orientations in teachers' everyday practices: A goal systems approach. Teaching and Teacher Education, 122, 103969. [DOI:10.1016/j.tate.2022.103969]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
