Analysis of Consistency between Intended, Implemented and Attained Mathematics Curriculum of Third Grade in Middle School (Case Study: Iran)

The present study intends to analyze the consistency and coordination between intended, implemented and attained mathematics curriculum of third grade middle school in consideration of its four major elements. For this purpose, descriptivesurvey method has been applied. Population of this study consists of all students and teachers of third grade in middle schools of ChaharmahalB for assessing the implemented curriculum, a surveyquestion naire for teachers and another survey questionnaire for students including respectively 55 and 27 items, were used. For measuring the attained curriculum, an academic achievement test was used. The obtained results indicated that in the intended curriculum, the teachers’ awareness of goals, content, teaching-learning principles and methodsand assessment methods of mathematics of third grade middle school is higher than average; in implemented curriculum, the teachers and students evaluated the realization of goals, content implementation, using the appropriate teaching-learning methods and assessment methods more than average, but in all of these indices, the mean value of teachers’ viewpoint has been higher than students’ mean. Results obtained for attained curriculum demonstrated that only there is an association between awareness of goals and academic achievement and no significant relationship was observed between other indices.