Purpose: The purpose of the present research was to provide a model for documenting the experiences of teachers in order to improve the quality of mathematics curriculum in schools.
Methods: To conduct the research, the method of Foundation Data Theory (GT) was used, a
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Purpose: The purpose of the present research was to provide a model for documenting the experiences of teachers in order to improve the quality of mathematics curriculum in schools.
Methods: To conduct the research, the method of Foundation Data Theory (GT) was used, and semi-structured interviews were used to collect data. The research community included specialized teachers and experts in the field of mathematics teaching at the elementary level working in Ahvaz schools. After interviewing 10 experts from the study community, who were identified as a snowball, theoretical saturation was achieved, and due to the certainty of the findings, three more interviews were conducted, which did not result in new findings. After the interviews were implemented and converted into written text, they were analyzed using the systematic coding model of Glaser and Strauss (open, central and selective). The research findings were summarized in seven core codes including management and leadership, teaching and its methods, communication and interaction, content and educational materials, students and learning, development of abilities and resources and facilities.
Findings: The results of the research showed that considering the importance of improving the quality of mathematics curriculum in elementary schools, providing a model for documenting teachers' experiences can be a powerful tool for improving the curriculum and the teaching and learning process. This model can help teachers improve their experiences and get more out of the material they teach in their classrooms.
Conclusion: These experiences help to adapt the curriculum to the special needs of students and lead to the development of effective and transparent teaching methods.
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