Volume 5, Issue 3, September 2020, Page: 135-145
Analyzing the Verbal Questions Included in 11th Grade Textbook of New Palestinian Curriculum in Light of Aims and Purposes of Teaching Mathematics
Mousa Mohammad Jouda, Department of Curriculum and Teaching, Faculty of Education, Al-Aqsa University, Gaza, Palestine
Received: Aug. 20, 2020;       Accepted: Aug. 31, 2020;       Published: Sep. 21, 2020
DOI: 10.11648/j.tecs.20200503.23      View  46      Downloads  23
Abstract
This study aimed to analyze the verbal questions 11th grade textbook of the new Palestinian curriculum in light of the aims and purposes of teaching mathematics. The study used the qualitative approach and quantitative analytical method. The sample was a complete sample that included all verbal issues in the mathematics textbooks for 11th grade textbook of the new Palestinian curriculum. It included (50) verbal questions in the first book, (60) verbal questions in the second book. The study used a content analysis as the main tool of study. It was prepared in light of the aims and purposes of teaching mathematics, which were monitored in the final form (10) general targets, (5) aims, and (5) purposes. After the analysis and coding and the collection of ratios, frequencies and grades, the results showed that the percentage of inclusion of the aims in general was in the first book (75%) and in the second book was slightly higher and reached (80%), and the proportion of the purposes included in general In the first book (60%), in the second book it was slightly lower and reached (57%), which is a medium and a small percentage. For each aim, the general aim was "to unleash the potential of the students and develop their preparations and tendencies" is the first rank in the first book by including (88%), which was taken in the second book the second rank by including (95%), and the first purpose in the first book was "to acquire the basic skills associated with language and symbols" by including (84%), which was taken in the second book the first rank too, is also the highest at all by including (98%), and in both books, the general target of "understanding the correlation between mathematics and modern technological communication" was ranked at the final level by including (12%) in the first book and (0%) in the second book,, and that there are significant differences at the level (α=0.05) in the level of inclusion of the aims and purposes of teaching mathematics in the verbal questions of the first-grade secondary scientific book of the new Palestinian curriculum between the first and second books in favor of the second book.
Keywords
Analyzing, Verbal Questions, Aims, Purposes, Teaching Mathematics
To cite this article
Mousa Mohammad Jouda, Analyzing the Verbal Questions Included in 11th Grade Textbook of New Palestinian Curriculum in Light of Aims and Purposes of Teaching Mathematics, Teacher Education and Curriculum Studies. Vol. 5, No. 3, 2020, pp. 135-145. doi: 10.11648/j.tecs.20200503.23
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Abdulaziz, Hamdi and Al-Balawi, Abdullah (2011). An analytical study of the achievement tests of the mathematics curriculum developed in the first intermediate grade in Tabuk in the light of the objectives of the mathematics curriculum and evaluation criteria in Saudi Arabia. Journal of the Faculty of Education, Tanta University Egypt, p (43), pp. 49-108.
[2]
Abu Zina, Farid (2010). Developing and teaching school mathematics curricula, 1st floor, Amman: Al Masirah House for Publishing and Distribution.
[3]
Al-Duwairi, Ahmed (2005). Analysis of mathematics books for the basic and secondary levels in Jordan in light of the international standards for the mathematics curriculum (NCTM, 2000), unpublished PhD thesis, Amman Arab University for Graduate Studies, Amman, Jordan.
[4]
Halpern, D. (2007). Critical thinking across the curriculum: A brief edition of thought and knowledge, Hillsdale, NJ: Lawrence Erlbaum Associates.
[5]
The Palestinian Ministry of Education and Higher Education (2016). Document frame of reference for the development of national curricula, preparation of the mini-committee for curriculum development, final draft, Palestine: Ministry of Education.
[6]
Saudi Ministry of Education (2002). Mathematics curriculum document in the Kingdom. Riyadh: Ministry of Education.
[7]
Ali, Muhammad (2003). Scientific education and science education. Cairo: Dar Al-Fikr Al-Arabi.
[8]
Raphael, Essam Wasfi and Youssef, Muhammad Ahmed (2001). Teaching and learning mathematics in the twenty-first century. Cairo: The Anglo-Egyptian Library.
[9]
Mahmoud, Mervat (2015). Mathematics Education Development Resources. Debono Center for Thinking Education, Amman, Jordan.
[10]
Li, Y. (2000). An analysis of algebra content, content organization and presentation, and to-be-solved problem in eighth-grade mathematics textbook from Hong Kong, Mainland China, Singapore, and the United States, DAI, 61 (1), 119. A.
[11]
Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research, & Evaluation, 7 (17), Retrieved March 10, 2018 from http://www.pareonline.net/getvn.aspv=7&n=17.
[12]
Mohammad, Wael Abdullah and Abdel-Azim, Reem Ahmed (2012). Analysis of curriculum content in the humanities, Oman: Dar Al Masirah for Publishing and Distribution.
[13]
Al-Hashemi, Abdel-Rahman and Attia, Mohsen Ali (2011). School curriculum content analysis. Amman: Al-Safa House for Publishing and Distribution.
[14]
Tuaima, Rushdi Ahmed (2008). Content analysis in the humanities. Amman: Dar Al-Fikr Al-Arabi.
[15]
Al-Shdouh, Walid Mahmoud Ibrahim (2014). Analysis and evaluation of homework and extra-curricular activities in mathematics for sixth-grade students in Jordan. Jerash Journal for Research and Studies, Jordan, V. (15), N. (2), pp. 346-360.
[16]
Tabaza, Walaa Hamza (2018). Evaluating the content of Palestinian mathematics curricula for the fourth and eighth grade in light of TIMSS standards. Unpublished Master Thesis, College of Education, Islamic University, Gaza.
[17]
Abdel Qader, Khaled Fayez (2017). Analysis of mathematics textbook questions for high school in Palestine in the light of learning theory based on both sides of the brain. Journal of the Islamic University for Educational and Psychological Studies, Gaza, Palestine, Volume 25, No. 2, pp. 66-81.
[18]
Isaac, Hassan bin Abdullah (2016). Analyzing the content of mathematics book for the first secondary school in light of multiple intelligences. Journal of the Faculty of Education in Alexandria, Egypt, Volume (26), No. (3), pp. 461-478.
[19]
Al-Shehri, Abdullah Ali (2015). Evaluating the content of the math book for the first year of secondary school in the Kingdom of Saudi Arabia in light of the standards (NCTM), Journal of Arab Studies in Education and Psychology, p 68, pp. 121-290.
[20]
Al-Shari3, Ibrahim (2013). Analyze the evaluation questions included in mathematics books for the fourth, fifth and sixth grades based on the cognitive levels according to Bloom's classification. Journal of Algeria Studies, No. 24, pp. 52-74.
[21]
Al-Balawi, Ayed Bin Ali (2010). Analysis of general exercise questions mentioned in the book of mathematics for the third year of secondary school, Department of Natural Sciences in the Kingdom of Saudi Arabia. Journal of Reading and Knowledge Egypt, No. (104), pp. 18-35.
[22]
Al-Rihawi, Qamar (2010). Evaluating the content of the seventh-grade mathematics book in the Syrian Arab Republic in light of the aims of teaching the subject. Unpublished Master Thesis, Institute of Educational Studies, Cairo University, Egypt.
[23]
Jitendra, A. & others (2010). An evaluation of intended and implemented curricula's Adherence to the NCTM standars on mathematics achievement of third grade students, Journal of curriculum and instruction, 4 (2), 33-50.
[24]
Zuzovsky, R. (2003). Curriculum as a determinate of learning outcomes-what can be learned from international imperative studies-TIMSS-1999. Studies in educational evaluation29), pp. 279-292.
[25]
Neuendorf, K. (2002). The Content Analysis Guidebook. Sage Publications, Inc. Thousand Oaks, California 91320.USA.
[26]
Odeh, Ahmed (2010). Measurement and evaluation in the teaching process. I (4), Irbid, Jordan: Dar Al-Amal for Publishing and Distribution.
Browse journals by subject