The present study aimed to identify the characteristics of the problem-oriented curriculum of elementary mathematics courses with a qualitative approach. The method of qualitative content analysis has been used. Sampling was done purposefully. Data collection tools are semi-structured interviews and questionnaires. The identified features are validated by Delphi fuzzy method. Shannon entropy method was used for data processing. Based on the results of the analysis, seven main categories including the characteristics of objectives in three levels of cognition, attitude, skill, content characteristics of the problem-oriented curriculum, evaluation, and teaching-learning strategies were identified. In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzy value greater than 0.7. Also, based on Shannon entropy results, it was determined that the characteristics of starting teaching with challenging questions, creating a suitable atmosphere and learning environment, continuous monitoring of the quality of learning strategies and communication with students' talents have attracted the most attention and have obtained the highest rankings and coefficient. They were more important than other features. It is suggested that the features of the four components of the curriculum be used as a guide in the teaching- learning process and the elementary school math curriculum.
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