A Comparative Study of the Implementation of the Elementary Math Curriculum in Iranian, Japanese and Canadian Schools (with Bereday's Method)

Tarabari, Hafez; HOSSEINZADEH, ROZA

A Comparative Study of the Implementation of the Elementary Math Curriculum in Iranian, Japanese and Canadian Schools (with Bereday's Method)

Document Type : Original Article

Authors

Hafez Tarabari ¹
ROZA HOSSEINZADEH ²

¹ PhD in Educational Management, Official Faculty of Farhangian University, Iran, Tehran

² Undergraduate student, Farhangian University, Bint Al-Huda Sadr Campus, Ardabil, Ardabil, Iran

Abstract

Nowadays, mathematics education is very important in all the countries of the world, so the people involved in the field of education try to be able to teach mathematics to the students of their country in the best way. This research is a part of qualitative and comparative research conducted with the aim of a comparative study of the implementation of the mathematics curriculum in elementary schools in Iran, Japan and Canada in the format of four components: goals, content, teaching methods and evaluation methods. The study method of this research is review and descriptive and it was done using the four-step approach of Bereday, i.e. description, interpretation, comparison and comparison. Among all the countries of the world, the three countries of Iran, Japan and Canada were selected as examples. The method and tools of data collection are documents and information available in the official databases of governments, books and publications related to the research subject from 2000 to 2021. The internal and external validity of the documents was examined. To determine internal credit, the accuracy of documents was evaluated and to determine external credit, the degree of importance of documents was evaluated. The collected data were analyzed based on the approach of F. Z. Bereday and John Stuart Mill’s the agreement and difference approach. The findings showed that the selected countries emphasize the development of thinking skills. In terms of goals, the most important difference between the three countries is that the educational system of Japan and Canada supports "problem solving" and the method of creating coherence between content and problem-solving skills is taught to learners. Also, unlike Iran, in Japanese and Canadian schools, attention is paid to the individual differences of students in transferring content and developing metacognitive skills in providing learning strategies.

Keywords

References

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