| نویسندگان | عبدالعباس محمدی-عباس شکاری |
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| تاریخ انتشار | ۲۰۱۴-۰-۰۱ |
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چکیده مقاله
Abstract
The present study intends to analyze the consistency and coordination between
intended, implemented and attained mathematics curriculum of third grade middle
school in consideration of its four major elements. For this purpose, descriptivesurvey
method has been applied. Population of this study consists of all students and
teachers of third grade in middle schools of Chaharmahal&Bakhtiari Province
within academic year 1390-91 (2011-2012),comprised of13715 students and 375
teachers, respectively. 374 students and 185 teachers were selected as sample using
Krejcie and Morgan table. For assessing the intended curriculum, a survey
questionnaire including 21 items was distributed among teachers; for assessing the
implemented curriculum, a surveyquestionnaire for teachers and another survey
questionnaire for students including respectively 55 and 27 items, were used. For
measuring the attained curriculum, an academic achievement test was used. The
obtained results indicated that in the intended curriculum, the teachers’ awareness of
goals, content, teaching-learning principles and methodsand assessment methods of
mathematics of third grade middle school is higher than average; in implemented curriculum, the teachers and students
evaluated the realization of goals, content implementation, using the appropriate teaching-learning methods and assessment
methods more than average, but in all of these indices, the mean value of teachers’ viewpoint has been higher than
students’ mean. Results obtained for attained curriculum demonstrated that only there is an association between awareness
of goals and academic achievement and no significant relationship was observed between other indices.