Identification and ranking of effective indicators in the curriculum of mathematics major in Farhangian University from the perspective of student teachers using Fuzzy analytical hierarchy process approach

The present study aimed to identify and rank the effective indicators in the curriculum of mathematics major in Farhangian University, from the perspective of student teachers, through Fuzzy analytical hierarchy process approach. This study is an applied research in terms of purpose, and is a case study in terms of nature and method. Considering the research instrument, open-ended interview with summative content analysis approach was utilized to identify the most important indicators in the curriculum of mathematics education major in Farhangian University. Using purposive sampling technique and observing the principles of saturation and maximum variation, 20 student teachers were selected as research samples. In the second step, in order to rank the selected indicators, 10 experts in the area of developing curriculum were purposefully selected from education department of Bandar Abbas city, Hormozgan province, and they were assigned to determine the importance level of each indicator compared to other indicators in the questionnaire. Then, the data were analyzed through fuzzy analytical hierarchy process approach. Despite fact that university curriculum planners believed that all elements of an effective curriculum have been properly observed and considered in designing the curriculum of mathematics education major; based on the findings of this study, teaching strategies, content and learning activities, objectives, physical space, teaching resources and assessment were respectively the most important elements that were considered in planning this curriculum. According to the above-mentioned results, Farhangian university branches can use results of this study to select effective indicators in planning curriculum of mathematics education major.