استاد گروه علوم پایه، پژوهشکدة برنامه ریزی درسی و نوآوری های آموزشی
عنوان مقاله [English]
From 2011, the structure of educational system in Iran has undergone another drastic change in terms of grade levels. The previous one was in the form of 5 years primary school, 3 years guidance school (grades 6 to 8), 3 years high school and 1 year pre-university. In the new system that has been mandated in 1390 (2011) and gradually implemented since 1390- 91 (2011- 2012) school year, there are 6 years primary school, 3 years junior high school and 3 years senior high school (6-3-3). In this new system, there is a plan to re-write the national mathematics textbooks according to the new curricular aims and based on the assessment results of the current mathematics textbooks. The purpose of this paper is to illustrate the mathematics teachers’ perspectives at the guidance school to help curriculum developers and textbook authors to cultivate more clear and realistic views about the current situation at this grade level (i.e., grades 6 to 8) according to the mathematics curriculum. The variables of the study are: the level of teaches’ understanding of objectives, content and the other components of mathematics curriculum; and teachers’ perspectives about mathematics curriculum and textbooks, teaching and learning methods, and instructional materials. The data were collected using a teachers questionnaire, interview and focus group. To analyze the quantitative data, we used descriptive statistics, as well as inferential statistics, including nonparametric ratio test, parametric t-test and single sample z-test. The data that were collected through focus groups and interviews were analyzed, categorized and summarized to complete and support the quantitative part of the data. Findings showed that there is a lack of consistency between the mathematics curricula of the grades 6 to 8 (guidance school). From the teachers’ perspective, the main reason for the lack of consistency is the difference between the mathematics curriculum objectives and the reality of educational environment including teachers proficiency, cultural and educational beliefs, students’ needs, and the content of textbooks, assessment methods, classroom environment and the time of instruction.