Guiding Principles for Designing Instructional Units Aligned with KSA National Mathematics Standards: Qualitative Study

Abstract

This study aimed to formulate guiding principles for designing instructional units in light of international practices for implementing the [2023] National Standards for Mathematics Learning. A qualitative methodology was employed, utilizing document analysis and interviews with experts. A total of [25] educational documents from high-performing countries in the Trends in International Mathematics and Science Study [TIMSS] were analyzed, grounded in the principles of qualitative systematic review and the formative synthesis approach. Subsequently, interviews were conducted with [5] experts involved in developing the national standards to verify the alignment of the guiding principles with the standards. The study found that the process of designing instructional units in accordance with the National Standards for Mathematics Learning is guided by three principles, which were verified to be consistent with the content of the national standards after interviews with experts. The first principle requires that instructional units reflect big ideas, encompassing [7] specifications. The second principle mandates that instructional units clearly and accurately reflect the practice of mathematics, encompassing [8] specifications. The third principle necessitates that instructional units form deep structures, encompassing [11] specifications. The study recommends adopting the guiding principles in developing instructional units and evaluating the current curriculum to achieve alignment with