Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Introducing Algebra in Mathematics Textbooks in Different Historical Periods in Iran and the Organization of Algebra in 7th Grade Mathematics Textbook

Document Type : Original Article

Authors
S. S. Asgari 1
ahmadreza nasr 1
Mohammad javad Liyaghatdar 1
Ebrahim Reyhani 2
1 Department of Educational Sciences, University of Isfahan
2 Department of Mathematics, Tarbiat University, Shahid Rajaei
Abstract
The aim of this paper is to study the relationship between algebra content formation in mathematics textbooks and the mathematics teachers’ current knowledge. Based on this aim, we have considered three subjects: 1. mathematics teachers’ current knowledge of algebra, 2. the beginning and presentation methods of algebra content on the number of selected previous textbooks and 3.the role of previous textbooks content in teacher knowledge forming. Research Methodology had been a survey, content analysis, and historical and documentary analysis. This study showed that the teachers' knowledge and teaching methods do not coincide with the algebra content of the current seventh-grade mathematics textbook, and about 30% of teachers’ knowledge is based on the experiences of the previous textbooks.
Keywords
Mathematics teachers
knowledge
Mathematics textbooks
Algebra
The history of curriculum

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