Document Type : Research Paper
Authors
1 M.A Student, Curriculum Development، Faculty of Education and Pycology, Shahid Beheshti University, Tehran, Iran.
2 Professor of Education, Shahid Beheshti University, Tehran, Iran.
3 Associate Professor of Education, Shahid Beheshti University, Tehran, Iran.
Abstract
The present study aimed to explore teachers' perspectives on curriculum changes in the mathematics curriculum for the third grade of primary school over the past five years. Ten teachers from District 5 of Tehran were selected in the 1403–1404 academic year based on their experience in teaching the third grade and relevant professional background, using the snowball sampling method, and were invited to participate in semi-structured interviews within a phenomenological framework. Data were analyzed using Colaizzi’s step-by-step coding method. Findings revealed that teachers evaluated the curriculum changes positively in terms of making concepts more practical, increasing group and collaborative activities, and emphasizing problem-solving and play-based learning. However, they faced challenges including excessive content relative to teaching time, weak organization of some materials, lack of resources and support, mismatch of topics with students’ developmental levels, and insufficient in-service training. Structural and operational barriers such as inadequate physical facilities, high class density, weak managerial support, and parental resistance were also identified as limitations. These results highlighted the importance of understanding teachers' perspectives to inform the design and more effective implementation of future curriculum changes in the mathematics curriculum, and suggested providing adequate resources, aligning content with available teaching time, and strengthening in-service training and managerial support.
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