Design and Validation of a Common Mathematics Curriculum Planning Model Across Different Educational Levels Using a Blended Approach

Mohsen Hassan Zadeh; Ali Asghar Mashinchi; Seyyed Ahmad Hashemi

Authors

Mohsen Hassan Zadeh Department of Educational Sciences, Lam.C., Islamic Azad University, Lamerd, Iran. Author https://orcid.org/0009-0003-1837-2478
Ali Asghar Mashinchi Department of Educational Sciences, Lam.C., Islamic Azad University, Lamerd, Iran. https://orcid.org/0000-0002-1333-7468
Seyyed Ahmad Hashemi Department of Educational Sciences, Lam.C., Islamic Azad University, Lamerd, Iran. Author https://orcid.org/0000-0003-3848-5237

Keywords:

Mathematics Curriculum Planning, Blended Learning, Curriculum Objectives, Teaching Strategies, Assessment, Mixed Methods, Model Validation

Abstract

This study aimed to design and validate a common mathematics curriculum planning model applicable across different educational levels based on a blended learning approach. This applied study employed an exploratory sequential mixed-methods design. In the qualitative phase, relevant articles, books, theses, dissertations, and upstream documents published between 2014 and 2025 were reviewed, and semi-structured interviews were conducted with 30 participants selected through purposive and snowball sampling to theoretical saturation, including 15 curriculum planning specialists and 15 experienced mathematics teachers in Fars Province. The qualitative data were analyzed using thematic analysis. In the quantitative phase, the statistical population consisted of mathematics teachers working at elementary, lower secondary, and upper secondary levels in Lamerd and Mohr during the 2024–2025 academic year. A stratified random sample of 271 teachers was selected, including 195 elementary, 45 lower secondary, and 31 upper secondary teachers. Data were collected using a 60-item researcher-developed questionnaire. SPSS and SmartPLS were used for descriptive statistics, confirmatory factor analysis, reliability and validity assessment, and structural equation modeling. The qualitative phase identified four overarching themes, 16 organizing themes, and 48 basic themes encompassing curriculum objectives, content, teaching strategies, and assessment. In the quantitative phase, factor loadings were .982 for objectives, .805 for content, .891 for teaching strategies, and .859 for assessment. Cronbach’s alpha coefficients ranged from .82 to .92, composite reliability from .78 to .95, and AVE from .69 to .80. R² values ranged from .76 to .91, Q² values from .367 to .403, and GOF values from .39 to .53, indicating satisfactory reliability, validity, explanatory power, predictive relevance, and overall model fit. The validated model provides a coherent and empirically supported framework for integrating objectives, content, teaching strategies, and assessment in mathematics curriculum planning across educational levels within blended learning environments.

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