CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING

Danyal Farsani,Abolfazl Rafiepour

doi:10.22342/jme.12.3.14296.411-426

Danyal Farsani, Abolfazl Rafiepour

Open Access

https://doi.org/10.22342/jme.12.3.14296.411-426

Copy DOI

Abstract

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

Highlights

Abstrak Pada artikel ini, enam perubahan kurikulum matematika di Iran akan dibahas, mulai dari tahun 1900 hingga saat ini
We extracted the key ideas which guided the changes in school mathematics over time
Gooya's (2007) research shows that traditional mathematics teachers didn’t believe in the constructivist point of view and they are opposed to geometry curriculum change in direction to constructivism

Summary

Introduction

Abstrak Pada artikel ini, enam perubahan kurikulum matematika di Iran akan dibahas, mulai dari tahun 1900 hingga saat ini. After launching the Iranian national curriculum, recent reforms in all mathematics textbooks began, and gradually all of the math textbooks at primary and secondary levels changed upon new direction. Despite the main focus of this paper being an analysis of the contemporary reform in the Iranian mathematics curriculum, using an application and modeling point of view, past reforms dating from 1900 to 2009 shall be reviewed. This will allow a better understanding and a more comprehensive picture to be gleaned of historic Iranian mathematics curriculum reform.

Methods

Results

Conclusion