Evaluation of the Mathematics Curriculum of the Bachelor of Educational Sciences Major in Elementary Education at Farhangian University from the Perspective of New Teachers

Document Type : Original Article

Authors

1 Department of Mathematics Education, Farhangian University, P. O. Box 14665 889 Tehran, Iran

2 Department of Curriculum Studies, Faculty of Psychology & Education, Kharazmi University (Teacher Training University), Tehran, Iran

Abstract

Background and Objectives: Considering the importance of elementary mathematics courses in educating a society and their impact on the growth and development of several generations of society, and the importance of teaching and learning them, this study evaluated the mathematics curriculum of the Bachelor of Education Sciences program at Farhangian University from the perspective of new teachers using the CIPP evaluation model. Methods: This research was conducted using a mixed method and using closed-ended questionnaires based on the Likert scale and open-ended questionnaires, with the participation of 417 newly graduated teachers who were randomly selected in a stratified sampling method. Quantitative survey method and univariate T-test were used to analyze the closed-ended questionnaires, and the Delphi method was used to analyze the open-ended questionnaire that was purposefully administered to 126 newly graduated teachers. Findings: The quantitative and qualitative findings of the research indicate that the curriculum in question is undesirable from the perspective of the participants of the study. The low average and the existence of a significant difference with the criterion of desirability in all stages of the context, output, process, and outcome indicate that the evaluation result of this program is inappropriate. Lack of clarity in the goals, lack of proportion between the facilities for teaching mathematics and the number of students, lack of mathematics teaching resources, and lack of mastery of teaching all mathematical concepts at the end of the study were among the most important issues expressed by the participants. Conclusion: According to the findings of this study, it seems that the mathematics curriculum of the Bachelor of Education degree program requires serious revision in terms of content, input, process, and output. Also, the separation of the Bachelor of Education degree program of the elementary education major into the humanities and basic sciences majors, strengthening practical courses, and eliminating parallel courses are among the suggestions of this study.

Keywords

Journal of research in curriculum studies
Volume 5, Issue 1 - Serial Number 8
August 2025
Pages 104-123

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