A Comparative Study of Mathematics Curriculum in Primary Schools of Iran and Singapore

Learning mathematics creates opportunities for pupils to develop key 21st century competencies. In support of this important curriculum, more serious efforts are needed to update the content and technique of mathematics education. The aim of    research was a comparative study of primary school mathematics curriculum in Iran and Singapore in four components of objectives, content, teaching and assessment methods.  A comparatively qualitative research method has been done using Bereday’s four-step approach. The   sample selection strategy was Different social systems, different educational outcomes . The data were collected using documents and information available in   formal government databases, books and publications related to the research topic in the period 2021-2000, and were analyzed according to the John Stuart Mill agreement / disagreement method. The findings showed that selected countries emphasize the development of thinking skills and creative activities in mathematics education’s goals. In terms of goals, most important difference between the two countries is that Singaporean education system supporting the problem solving method and creating coherence between the content and skills taught to the learners. Also in contrast to Iran, in Singaporean schools, students’ individual differences in content and metacognition development in learning strategies have been addressed. In order to improve the educational quality of Iran, curriculum planners are advised to consider new methods of content preparation and mathematics education.