Providing a model for teaching mathematics in primary schools: by data research method

Document Type : Original Article

Authors

1 PhD Student in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, North Tehran Branch, Tehran, Iran

2 Faculty member, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, North Tehran Branch, Tehran, Iran

3 Faculty member, Department of Higher Education Management, Faculty of Psychology and Educational Sciences, Islamic Azad University, Roodehen Branch, Tehran, Iran

Abstract

This research presents a model for teaching mathematics in primary schools. Data were collected by grounded theory through in-depth semi-structured interviews. The statistical population was a sample of 10 Specialist teachers teaching mathematics in primary schools in District 2 of Ahvaz. The level of open, centralized and selective coding of the data obtained from the interviews and the extraction of conceptual codes has been obtained. For data coding, MAXQDA 2020 qualitative data analysis software was used. And Lincoln (2000). The conceptual model extracted in the form of a paradigm model (causal conditions, strategies, contextual conditions, intervenors and consequences) and the model proposed by the researcher showed that several factors affect the phenomenon of mathematics education.Findings from the coding process of teacher interviews and the paradigm model showed that the conceptual model for teaching mathematics in primary schools includes some categories and related subcategories.All interviewees unanimously agreed that the new approach Teaching mathematics in primary school is a student-centered approach.

Keywords

Political Sociology of Iran
Volume 5, Issue 10
December 2022
Pages 2588-2606

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