Designing a formal and experienced curriculum model for the sixth grade elementary mathematics course

The purpose of this study is to design a formal and experienced curriculum model for sixth grade elementary mathematics course. In this study, through literature review and exploratory interview, to identify the components of formal and experienced curriculum for sixth grade elementary mathematics course through analysis The theme and content analysis method (analysis unit coding, categories and registration unit) were discussed. For field interviews, formal curriculum research participants include curriculum faculty members and math faculty members, top math instructors, math curriculum planners, and researchers in the field of curriculum planning education familiar with math and curriculum education. They were curricula, and in terms of the curriculum experienced, the community includes experienced and specialized teachers in the sixth grade of elementary school. To analyze the data, continuous comparison method was performed during three stages of open, axial and selective coding using MaxiCode software of Pro version. Data analysis showed that the components of the formal curriculum in both practical and rational dimensions include problem solving, creativity, activities, intellectual skills and comprehension and reasoning; And the components of the curriculum experienced in both theoretical and practical dimensions including problem solving approach, purposeful teaching, teaching principles, practical teaching, research-based teaching method, exploratory teaching method, teaching in departments, modern teaching method and method Teaching is motivating. The results of the present study can be a good guide for the planners of the sixth grade elementary mathematics curriculum to determine the educational topics.