Evaluation of mathematics curriculum mixed with art in the elementary school of East Azarbaijan province (a qualitative study)

Abstract

Background and Aim: research, design, implementation and evaluation are among the components of quality improvement in curriculum activities and content, which is the secret of curriculum effectiveness. The purpose of the present study was to evaluate and validate the mathematics curriculum mixed with art in the elementary school. Methods: In terms of purpose, the current research is applied and in terms of research method, it is qualitative content analysis, and the themes are obtained by coding the texts of interviews with experts. The statistical population was curriculum experts and experienced primary school teachers of East Azerbaijan province. A statistical sample of 30 people was selected by purposive sampling. A semi-structured interview was used to collect the data, and data analysis was done by thematic analysis method. Results: The results showed that the evaluation element in the art curriculum has characteristics such as: the level of student satisfaction with the teaching environment and teaching method, and immediate feedback should be provided to improve learning. In addition, workbook, functional test, observation, discourse, open answer, project, are evaluation tools. Initial, formative, and final evaluation, free goal, self-evaluation, and group evaluation are the appropriate types of evaluation in the integrated math and art curriculum. Finally, to validate the resulting themes, the content validity estimation method was used based on the Lausche table, as well as Waltz and Basel, and all the codes constituting the themes were confirmed. Conclusion: Exam anxiety can be minimized in students by considering the features of art in the evaluation of math lessons.