Validation of the Elements and Components of the Elementary School Mathematics Curriculum Model

Abstract

The present study aimed to investigate the validity of the elements and components of the elementary school mathematics curriculum model and to provide a structural framework for explaining its main dimensions. This study was applied in purpose and employed a mixed-method exploratory instrument development design. In the qualitative phase, grounded theory methodology was used, and data were collected through semi-structured interviews with 18 experienced elementary school teachers, curriculum specialists, and university faculty members. Participants were selected using purposeful non-probability sampling, and qualitative data were analyzed through open, axial, and selective coding procedures. In the quantitative phase, a researcher-made questionnaire consisting of 20 items was developed based on the qualitative findings and distributed among 384 elementary school teachers selected through cluster random sampling. Data analysis was conducted using SPSS-29, AMOS-29, and SmartPLS-4 software. First-order and second-order confirmatory factor analyses and structural equation modeling were employed to validate the proposed curriculum model. The results of the first-order confirmatory factor analysis showed that all curriculum components had significant and acceptable factor loadings. In the second-order confirmatory factor analysis, the “content” element demonstrated the highest factor loading (1.08), followed by “instructional strategies” (1.01) and “place” (1.00). Furthermore, model fit indices including CMIN/DF=2.128, RMSEA=0.041, CFI=0.952, and GFI=0.942 indicated that the proposed model had a satisfactory fit and appropriate structural validity. The findings revealed that the elementary school mathematics curriculum model possesses a multidimensional, coherent, and valid structure in which various curriculum elements interact to facilitate effective, creative, and contemporary learning experiences. The results further emphasize that simultaneous attention to objectives, content, instructional strategies, assessment methods, educational resources, and contextual conditions is essential for improving the quality of mathematics curriculum implementation.