Modelling and applications in Iran school mathematics curriculum: voices of math teachers
Fecha
2021
Autores
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Editor
City University of New York
ISBN
ISSN
2573-4377
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DOI
Resumen
In this paper, six mathematics curriculum changes in Iran are reviewed, spanning from 1900 to 2021. Change of forces, barriers, and the main features of each reform are represented. Specifically, the first five curriculum changes are described briefly and the sixth and most recent one is elaborated upon, with more detail as contemporary school mathematics curriculum change. This recent curriculum reform will be then analyzed using an application and modeling approach, followed by reflections from five teachers of mathematics’ voices about how they implemented recent curriculum reform after passing modelling course in their master’s program. These teachers shared their professional beliefs about the role of the modelling course in shaping their classroom practices. We believe that the practical aspects of this paper can have enormous implications for other mathematics teachers in developing countries.
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Citación
Mathematics Teaching Research Journal, Vol. 13, N° 2 (2021) p. 70-84.
Palabras clave
Mathematics curriculum, Curriculum development, Mathematics instruction
Licencia
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)