The system of education in Iran is highly centralized. In such system, Textbooks are very important in curriculum development, especially in Iran in which the main medium across the country are unique centrally written and approved texts that all schools must use. Therefore, the intended and implemented curriculum are almost the same, however the attained curriculum is the subject to more and subtle scrutiny.
In the second international mathematics study (SIMS), Robitaille (1985) stresses that `Teachers do not follow curriculum guides slavishly. They make decision every day about how best to meet the mathematical needs of their students, by selecting items of content and using pedagogical practices which they consider most appropriate. They use curriculum guides, but only as one of a number of sources of information and assistance.' However, in Iran; teachers have to follow curriculum in the way that textbooks guide them. Mathematics teachers in Iran can choose the most appropriate pedagogical practices, but they should cover the content entirely without a chance for any selection of items. In addition, the system of examination and all kind of assessments are powerful reasons for teachers to follow the curriculum-which means textbooks-even so slavishly!
For above reasons, textbooks play a crucial role in any educational reform in Iran and I therefore, would like to present the curriculum for two mathematics courses in the new secondary educational system in Iran at TG2 and WG13. However, it will be useful to have a rough picture of this system in Iran.
In summer 1989, the `Higher council of Education' in Iran-which is the highest legal body within the Ministry of Education and its approvals should be considered compulsory-approved the general proposal about the fundamental changes at the secondary level. Therefore, the Ministry of education was ordered to prepare a detailed proposal for change as well as to proposing a step-by-step direction for a smooth transition of existing system to proposed one.
The ministry of education started piloting the proposed program in 1992-'93 school year on 10% of students enrolling the first year of highschool. The piloting continued to cover about 25-30% of similar students by 1993-'94; 50% in 1994-'95; 80% by 1995-'96 and finally 100% by 1996-'97 school year that is to complete the transition by next year.
Students after completing 96 units within three years in which 68 to 70 units are obligatory and common for all three streams and 26 units of specialized and elective units, are granted a general highschool diploma.
At the pre-college period (two terms), there is only 2 elective units and the rest of the units are compulsory. For Math & Physics; students should take two courses; calculus I (more advanced comparing to calculus I at the third year) and Linear Algebra & Analytic Geometry at the first term and Calculus II and Discrete Mathematics. (including graph theory, number theory, combinatorics, and probability) at the second term. Students in the natural science stream have to take general Math I & II in two terms.
Social studies and humanities have Basic Mathematics with emphasis on mathematical modeling at the first term (I am the curriculum designer and the main author of this textbook.)
After this pre-university program, students take national exam and writing the university entrance examination.
There are many countries who share the same experiences with us, among them the increasing number of students and decreasing of financial resources. We are welcoming any constructive suggestions and are willing to share our valuable experiences with others as well as study the new trends in mathematics education around the world.
Each society has a different history, culture, and expectations and every curriculum change should regard these aspects. However, I believe that every nation could adapt a modification of innovative ideas regarding teaching and learning as long as they do not contradict with its own values.
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