Reflection of the Cultural Identity Components Derived from the National Curriculum in Elementary School Mathematics Textbooks

Subject Areas : Educational Science

Morteza Mortazavi ¹ , Hasan Najafi ² , Ahmad Taleifard ³

1 - Department of Curriculum Studies , Faculty of Psychology and Educational Sciences, Allameh Tabataba;i University, Tehran, Iran
2 - Department of Curriculum Studies , Faculty of Psychology and Educational Sciences, Allameh Tabataba;i University, Tehran, Iran
3 - Department of Educational Sciences, Faculty of Humanities, Shahed University, Tehran, Iran

Received: 2018-03-21 Accepted : 2019-10-30 Published : 2019-11-22

Keywords: National Curriculum, Cultural Identity Components, Elementary Maths Textbooks,

Abstract :

The purpose of this study was to analyze the status of reflection of cultural identity components from the national curriculum in elementary school mathematics books. The research method was descriptive and was a kind of content analysis. The research community of elementary school textbooks in the academic year 2015-2016 was selected through a targeted sampling of mathematical books as a research sample. The data gathering tool was a content analysis checklist developed by Raw and Paya, and the results were analyzed using descriptive and inferential statistics. The main results of the research indicated that from the total of 270 extracted from six elementary mathematical books, 61 (22.6) of the components of religion and religion, 57 (21.2) of the components of cultural geography, 72 (26.66) to the component of history and cultural memory, 80 (29.6) were considered as components of the social system. This is despite the fact that the language component does not have a place in the content of the books in question. Also, the observed differences between the components of the components are statistically significant.