Analysis of the state of math implemented curriculum in fourth grade

Subject Areas : Research in Curriculum Planning

nasrin sadeghi ¹ , Maghsud Amin Khandaghi ² , Mahmud Saidi Rezvani ³

1 - M.Sc. of curriculum, Ferdowsi University of Mashhad, Iran.
2 - Corresponding Author, Associate Professor, Ferdowsi University of Mashhad, Iran.
3 - Associate Professor, Ferdowsi University of Mashhad, Iran.

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2017-08-23

Keywords: Flanders System of Interaction Analysis, Mathematic Curriculum, implemented curriculum, Evaluation, teaching,

Abstract :

Implemented curriculum situation and in another definition the teaching-comprehending activity and the stuffs happen in the class, is a connection between intended curriculum and attained curriculum. This is because of the intended goal can be achieved by implemented curriculum. Also, the implemented curriculum is affected by intended curriculum and attained curriculum. It is worth to notify the knowledge, point of view and the ability of the teacher has also a big influence on the implemented curriculum. The studies show that the mathematic course is considered as important criteria for the development and progress in the world and also a basic knowledge for the other branch of sciences. However, the results of international competitions and internal outcome show that Iran don’t have a proper level of qualification in this course. Therefore, this study tried to investigate the important role of implemented curriculum of the mathematic course on the achievement of intended training goals. To do this, the current study from the statistical population of the fourth and fifth level of elementary school at region 7 of Mashhad in 1389-1390, 72 classes were selected. Two type of the teacher behavior were evaluated. At first step, the training style of the teacher was evaluated and analyzed using Flanders system of interaction analysis. In the next step, the data provided by prepaid evaluation sheet was collected and then by using one-directional variance and Duncan analysis was collected an analyzed. The results show that most of teachers use the direct and inactive method. These teachers prefer speeches rather than asking questions and therefore most of student talking is about what teachers want and intended not the creative and free discussions. The analysis of summative evaluation is also showing them in inactive manner. These results don’t show significant difference for the teachers with different scientific and employment backgrounds.

References:

Ahmadi, Gh. (2001). Assess the conformity and consistency between the three programs intended, implemented and attained in the new program of science education in elementary schools. Journal of Education. No 86. PP 52-89. [Persian]

Akhlaghi, M. (2004). Assess the conformity and consistency of the social studies curriculum plans and implemented in the first year of boys high-school in Tehran at 2004. M.Sc. thesis. Faculty of Education and Psychology. Shahid Beheshty University. [Persian]

Adibnia, A. (2002). Investigation of fourth grade math content from teachers point of view. Journal of educational innovations. N0 1. PP 52-74. [Persian]

Behjati Najaf aabadi, E. (2001). Study the math learning of students in the elementary and middle school at the Various levels of the cognitive domain of Najafabad. Education research project of Isfahan province. Research Council. [Persian]

Beiramipor, A. Liaghatdar, J and Sharif, M. (2008). Evaluate the efficiency of teaching-learning and evaluation processes of English language curriculum in Shiraz high school. Quarterly of new thoughts on education. Vol 4. No 4. PP 73-91. [Persian]

Parsa, A. (2006). Factors Affecting the implemented curriculum and learned curriculum in the course of Shiraz University on the basis of three-factor Biggs model (3P). Ph.D. thesis. Faculty

Parsa, A. (2006). Factors Affecting the implemented curriculum and learned curriculum in the course of Shiraz University on the basis of three-factor Biggs model (3P). Ph.D. thesis. Faculty of Education and Psychology. Shiraz University. [Persian]

Pasha Sharifi, H. (2002). Development and standardization of Persian language achievement tests for elementary and middle school. No 2. PP. 69-84. [Persian]

Khalkhali, M. (1996). Review in examination system and Learning assessment of Iranian students, Analysis of the current situation and the ideal situation from the perspective of curriculum planning. Education Research Institute publication. Ministry of Education. [Persian]

Sadeghi, F. (2007). Evaluation of Tehran fifth grade elementary girl students evaluation system based on Educational Evaluation Standards. M.Sc. thesis. Faculty of Education and Psychology. Tehran University. [Persian]

Fathi, A. (2003). Methods and techniques of teaching. Tabriz University Publication. [Persian]

Ghadimi Moghadam, M.M. (2003). Assessment of Knowledge and skills of Lorestan province teachers of general education in relation to educational evaluation. Research project. Lorestan province Education Center. [Persian]

Karimi Fardin pour, Y. (2004). Study mathematical discourse in the classroom based on the principles and standards for school mathematics (NCTM 2000). M.Sc. thesis. Faculty of Mathematical Sciences. Shahid Beheshty University. [Persian]

Karimi, A. (2009). Questions of TIMSS in science and mathematics (Fourth grade elementary school). Institute of Education Studies Publications. [Persian]

Mojalal Chopoghlou, M.A. (2008). Analyzing implemented educational curriculum of primary schools systems of the Islamic Republic of Iran from the citizenship education point of view. Journal of Education, Bojnoord Islamic Azad University. No 17. PP 67-96. [Persian]

MehrMohammadi, M. (1995). The relationship between cultural education, new models of teaching and creativity. Journal of Research on Educational Issues. Kharazmi Universy. No 4. PP 9-28. [Persian]

Institute of Research and Planning. (2001). Proposals of the country of qualified teachers, experts and researchers, about the content of fourth grade textbooks (The first step for a qualitative transformation in the primary school curriculum). N0 226. Report No. 26. Document No. 10. Teharn: Institute of Research and Planning. [Persian]

Nasr Esfahani, A. (1992). The effective factors in improving the quality of teaching. Journal of Education. No 29. PP 134-141. [Persian]

Hauson, J. and Wilson, B. (1990). School mathematics in 1990. Translated by Nahid Maleki. Tehran: Central Publication. [Persian]

Yazdi, M. (2009). Analyzing high school social sciences curriculum to determine the cognitive skills required to foster critical thinking. M.Sc. thesis. Faculty of Education and Psychology. Ferdowsi University of Mashhad. Sc. thesis. Faculty of Education and Psychology. Ferdowsi University of Mashhad. [Persian]

Bekalo, S. and Welford, G. (2000). Practical activity in Ethiopian secondary physical sciences:

Bekalo, S. and Welford, G. (2000). Practical activity in Ethiopian secondary physical sciences: implications for policy and practice of the math between the intended and implemented curriculum. Research Papers in Education. Vol 15. No 2. PP 185-212.

Boit. K.M. (1986). The relationship of teacher behavior to student achievement in high and low achievement high school in Nairobi, Kenya (Mathematics achievement, Flanders Analysis). University of Oregon. USA.

Flanders, N. A. (1970). Analyzing Teaching Behavior. Reading: Kounin. The Addison-Wesely publishing Company. Massachusetts.

Johor, B. (2005). Malaysia Mathematics textbooks - the link between the intended and the implemented curriculum?. The Mathematics Education in to the 21th Century Project. University Teknologi Malaysia. Nov 25th - Dec 1st 2005.

Lucangi, D and Cornoldi, C (1997). Mathematical and Metacognition: What is the nature of the Relationship?. Mathematical Cognition. Vol 3. PP 121-139.

Macdonald, E. (1972). A comparison of group and dyadic interaction as measured by the Flanders’s interaction analysis categories. For the Degree of Doctor of Philosophy. The University of Alberta. Canada.

Mullis, I.V.S., Martin, M.O., and Foy, P (2008). TIMSS 2007. International Mathematics Report: Timss trends in International Mathematics and Science at the Fourth and Eighth Grades.

Reberts, V.D. (2009). An analysis of teacher and student interactions in desegregated school environments. For the degree of Doctor education. Arkansas State University. USA.

Winston, D.P. (1986). Drama as an interactive technique across the curriculum in secondary school. For the Degree of Doctor of Philosophy. Temple University.