Document Type : Original Article

Authors

1 PhD student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

2 Faculty member, Department of Curriculum Planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

3 Faculty member, Department of Mathematics Education, Farhangian University, Tehran, Iran.

Abstract

The purpose of this study was to determine the factors affecting educational reforms aimed at empowerment of high school math teachers. The present study was a qualitative research using meta-synthesis and was done in two phases. The first phase involved the synthesis research method, and in the second phase, deductive content analysis method was used based on Fullen's (2010) theory of teacher empowerment. The sample studied in the first phase included 47 publications in the field of identifying educational reforms in high school mathematics curriculum based on Fullen's approach (2010), and the sample studied in the second phase included 7 publications on extracting educational reforms based on Fullen's approach (2010). The samples were selected by purposive sampling method, and sampling continued until data saturation. Also, 5 experts in the field of curriculum and mathematics education were purposefully selected in order to determine the validity of the identified components. Content validity ratio (CVR) was used for validation. According to the findings, the factors influencing educational reforms aimed at empowerment of high school math teachers include the use of appropriate digital tools and methods in education, improving teaching methods, promoting learning collaboration, and improving learning environments.

Keywords

Abe T O, Gbenro O S. (2014). A Comparison of Students’ Attitudinal Variables towards Mathematics between Private and Public Senior Secondary Schools. Journal of Educational Policy and Entrepreneurial Research, Vol.1, No.1, Pp. 32-39.
Ahmadi A. (2011). National curriculum and the role of administrators. Teacher Development, Vol.8, No.8, Pp. 14. [In Persian]
Amimo C, Bosire J, Role E. (2014). Theoretical underpinnings of curriculum change in developing countries: Is complexity theory the new wine in Lewin’s wineskin. International Journal of Academic Research in Progressive Education and Development, Vol.3, No.3, Pp. 38 – 49.
Altun M. (2008). İlköğretim ikinci kademe (6, 7 ve 8. sınıflarda) matematik öğretimi. Bursa: Aktüel Yayıncılık.
Ashraf Tanjin. (2019). Experiences and Impact: The Voices of Teachers on Math Education Reform in Ontario, Canada.Glocal Education in Practice: Teaching, Researching, and Citizenship BCES Conference Books, Vol 17.
Clarisse A M H. (2011). Intended VS. Implemented. VS. Achieved- curriculum.
Dadashi B, Musaipour N, Safaei Movahed P. (2016). The role of teacher culture in dealing with changes in mathematics curriculum. Bi-Quarterly Journal of Theory and Practice in the Curriculum, Vol.4, No.7, Pp. 137-166. [In Persian]
Enayati T, Kuhsari S. (2017). Investigating the status of interactive styles of math teachers with students. Education and Evaluation, Vol.10, No.39, Pp. 13-28. [In Persian]
Firoozjahi Z. (2018). Investigate some of the factors influencing learning math lessons. The second conference on teaching and applying mathematics, Kermanshah. [In Persian]
Fullan M, Quinn J, McEachen J. (2018). Deep Learning: Engage the World Change the World. Kindle Edition.
Fullan M, Quinn J. (2016). The Taking Action. Guide to Building Coherence in Schools, Districts, and. Systems. Thousand Oaks, California, Corwin.
Fullan M, Langorthy L, Barber S. (2014). A Rich Seam: How New Pedagogies find Deep Learning.
Fullan M. (2014). The Principal: Three Keys to Maximizing Impact. San Francisco: Jossey-Bass.
Fullan M. (2013). Great to Excellent: Launching the Next Stage of Ontario’s Education Agenda.
Fullan M, Donnelly K. (2013). Alive in the swamp: Assessing digital innovations. London: Nesta; Oakland, CA: New schools venture funds.
Fullan M, Langworthy M. (2013). Towards a New End: New Pedagogies for Deep Learning.
Fullan M. (2010). All systems go: the change imperative for whole system reform. The United States of America, Corwin (A SAGE Company)
Fullan M. (2007). The New Meaning of Educational Change. The Columbia University: Teachers College (4th Edition). 103 (1), 105.
 Gouya Z. (2010). Critique of the field of mathematics learning in the National Curriculum document of the Islamic Republic of Iran. Iranian Curriculum Studies Quarterly. Vol.5, No.18. [In Persian]
Haghnia F, Lashkari M. (2019). Investigating the causes of drop in first and second grade math grades. Ormazd Research Letter, Vol.47, Pp. 197-172. [In Persin]
Haji Akhoondi Z, Musapour N. (2016). Development History of ‘Critical Mathematics Education’ and the Key Curricular Elements. Journal of Curriculum Studies, Vol.10, No.39, Pp. 7-48. [In Persian]
Jokar L, Fadaei M. (2014). A Survey of High School Math Teachers' Attention to the Values of Mathematics in Mathematics Classrooms. Education Technology, Vol.8, No.4, Pp. 283-296. [In Persian]
Lynch D, Smith R. (2011). Designing the Classroom Curriculum in the Knowledge Age. Sydney: AACLM Press.
Mahdavi M. (2010). Changing curricula from the perspective of elementary school teachers. Educational Technology, Vol.26, No.3, Pp. 28-31. [In Persian]
Mazana C. (2019). Olifage Casmir Investigating Students’ Attitude towards Learning Mathematics Mzomwe Yahya.
Mehr Mohammadi M, Hosseini M. (2019). Changing and implementing the curriculum. Tehran: Samat. [In Persian]
Mendes I. (2019). Active Methodologies as Investigative Practices in the Mathematics Teaching. International electronic journal of mathematics education, Vol.14, No.3, Pp.  501-512.
Namukasa I K, Quinn M, Kaahwa J. (2010). School mathematics education in Uganda: Its successes and its Failures. Procedia-Social and Behavioral Sciences, Vol.2, No.2, Pp. 3104-3110.
Nasrani AS, Ismaili Shad B, Soleimanpour Omran M. (2019). The relationship between socio-economic status and students' beliefs and values with attitudes toward mathematics with an emphasis on the mediating role of school culture and the process of teaching mathematics. Curriculum Planning Research, Vol.16, No.35, Pp. 132-146. [In Persian]
Ngussa B M, Mbuti E E. (2017). The Influence of Humour on Learners’ Attitude and Mathematics Achievement: A Case of Secondary Schools in Arusha City, Tanzania. Journal of Educational Research, Vol.2, No.3, Pp. 170 -181.
Rahimi Sharbaf S. (2012). An Algorithmic Approach to Develop a Deep Understanding of Mathematics Using Classroom Discussion. Technology of Education Journal (TEJ), Vol.7, No.1, Pp. 41-50. [In Persian]
Sobhani S, Ghaderi M, Gholami K. (2016). Identification of Deliberation challenges of High school’s math teachers. The Journal of New Thoughts on Education, Vol.11, No.4, Pp. 123-150. [In Persian]
Ssebaggala L. (2017). Comparative Study of Secondary Mathematics Curriculum between Uganda and the United States. International Journal of Educational Studies in Mathematics, Vol.4, No.1, Pp. 1-7
Terence S P. (2011). Assessing the curriculum. Dangkusay.
Vetter M, O’Dwyer N, O’Connor H. (2020). Effectiveness of Active Learning that Combines Physical Activity and Math in Schoolchildren: A Systematic Review. J. School Health, Vol. 90, Pp. 306–318.
Yarmohammadi Vasel M, Maghami M. (2010). Investigating the factors affecting the academic failure of high school mathematics (Sardrood region). Educational Sciences and Psychology, Vol.6, No.1, Pp. 27-44. [In Persian]
Zare H, Mohamadi ahmadabadi N. (2011). On the Effect of Teaching Metacognition on the Students’ Mathematical Problem-Solving. Journal of New Approaches in Educational Administration, Vol.2, No.7, Pp. 161-176. [In Persian]
Zeynivand Nezhad F. (2016). Conceptual Account of Mathematical Thinking: What, Why & How. Journal of higher education curriculum studies, Vol.6, No.12, Pp. 153-172. [In Persian]