Providing a Framework for Math Curriculum Elements in the Process of Competent Teacher Training and Educating the Second Grade of Highschool Students

Abstract

Background and Aim: The present article aimed at providing a framework of math curriculum elements in the process of competent teacher training and educating the students in second grade of high schools. Method: The research method was phenomenology qualitative and the statistical society were all professors and experts of curriculum planning in Tabriz universities during 2021-2022. The sample case was selected up to theoretical saturation (15 people) from the expert professors and the data was gathered through semi structural deep interviews in snowball sampling method. The validity of interviews was inner validity and the reliability was increased by applying it in an appropriate space considering the qualification of the interview without any bias and applying personal opinion. Results: Through analyzing the data in “content analysis” method obtained from the interviews with the experts, 144 categorized coding in 133 sub-themes and four basic themes were identified as the elements of math curriculum in the process of competent teachers training and educating the second grade of high school students; 1. Curriculum purposes in three sub-themes of pedagogical knowledge in ten categorized codes- learning disciplines and course subjects resulting of ten categorized codes- general and professional skills development derived from thirteen categorized codes, 2. the content of curriculum in four sub-themes consisted of the content knowledge resulting from thirteen categorized codes- the pedagogical knowledge in twelve categorized codes- the pedagogical content knowledge resulting from twelve categorized codes- the technological pedagogical content knowledge in seven categorized codes, 3. teaching- learning activities in three subthemes: the knowledge resulting from four categorized codes- the skill in fifteen categories codes- the attitude resulting from ten categorized codes and 4. Evaluation features in three sub-themes of the knowledge in ten categorized codes- the skill resulting from eight categorized codes- the attitude in ten categories codes. Conclusion: Hence, these for elements with thirteen indexes are the basic elements of math curriculum in the process of competent teachers training and educating the second grade of high school students. According to this fact that the schools provide a situation through which the students can achieve better learning and education opportunities, therefore, it is vital to create students’ better learning situation through training a competent teacher in math teaching by implementing these curriculum elements.