The aim of the present research was to analyze and explain the necessity of a virtual mathematics curriculum for elementary education. The research method employed was content analysis, and the statistical population consisted of previous studies and documents that were
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The aim of the present research was to analyze and explain the necessity of a virtual mathematics curriculum for elementary education. The research method employed was content analysis, and the statistical population consisted of previous studies and documents that were aligned with the criteria of the present research. A sample of 36 articles was selected for examination using purposive sampling. In this study, a qualitative approach was used to analyze the data based on the content analysis method, categorizing the data into fundamental themes, organizing themes, and overarching themes. All key points and important ideas related to the virtual mathematics curriculum for elementary education were identified as fundamental themes within three important domains: technology, teacher, and student. Subsequently, through the analysis of the primary data, co-grouping codes with similar concepts were combined, and organizing themes emerged. In the next stage, these themes were identified and determined as overarching themes in four components: objectives, content, teaching methods, and assessment methods for the virtual mathematics curriculum for elementary education. Finally, based on the identified organizing and overarching themes, a thematic network related to the topic of virtual mathematics education was depicted. According to the findings of the present research, focusing on the drawn thematic network can significantly contribute to identifying influential factors in the virtual mathematics curriculum and shedding light on its unknown dimensions. It can serve as a foundation for further studies and research in this field.
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