Identifying the characteristics of curriculum elements and problem - Oriented Curriculum model teaching in elementary school Mathematics course

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                          In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics