واكاوي ديدگاه‌هاي معلمان با‌تجربۀ شهر اصفهان پيرامون بازنگري و تغيير محتواي كتاب رياضي پايۀ چهارم ابتدايي

Analysis of the Views of Experienced Teachers in Isfahan City on Revising an‎d Changing the Content of the Fourth Grade Mathematics Textbook

علوم تربيتي

The present study was conducted with the aim of exploring the perspectives of experienced teachers in Isfahan regarding the revision an‎d modification of the fourth-grade elementary mathematics textbook. This research employed a qualitative, descriptive–analytical design using the phenomenological approach. The statistical population consisted of all experienced elementary school teachers in Isfahan who had taught the fourth-grade mathematics textbook. Based on purposive an‎d judgmental sampling an‎d guided by theoretical saturation, 11 teachers were selec‎ted as the study sample. Data were collected through face-to-face semi-structured interviews an‎d analyzed using qualitative content analysis, applying Colaizzi’s seven-step method. The analysis revealed five thematic clusters: (1) rearranging, removing, an‎d adding content; (2) modifying the structure an‎d presentation of the content; (3) transferring content to the fifth grade; (4) transferring content to the sixth grade; an‎d (5) transferring content to the third grade, the latter of which was not part of the original research questions but emerged from the qualitative analysis of interviews. Participants identified major challenges including the excessive volume of material relative to instructional time, lack of logical coherence across chapters, insufficient purposeful exercises in key topics, an‎d the limited applicability of examples an‎d practice tasks, all of which contribute to mental fatigue an‎d decreased learner motivation. They emphasized that topics such as division by two-digit numbers, concepts of mass an‎d volume, symmetry, an‎d identifying pattern relationships are too complex for the cognitive level of fourth graders an‎d should be moved to higher grades. The findings highlight the necessity of a comprehensive revision of the fourth-grade mathematics textbook an‎d the development of a modified version aligned with the objectives of the National Curriculum an‎d classroom realities. Achieving this would improve learning quality, reduce anxiety, an‎d enhance educational equity.

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