دراسة تحليلية تقويمية لمحتوى كتب الرياضيات للصفوف من السادس حتى الثامن بمملكة البحرين

Abstract

Abstract : This study aims to analyze and evaluate mathematics textbooks for grades 6 to 8 in the Kingdom of Bahrain, considering the content dimensions and their components: numbers and their operations, algebra, geometry, assessment (measurement), and data analysis and probabilities; and the operations dimensions: problem solving, justifying, and proving; by answering the following questions: 1. Are there standards for each content field of mathematics textbooks for grades 6 to 8 in basic education? 2. Are there standards for both content fields of mathematics textbooks for grades 6 to 8 in basic education: problem solving, justifying, and proving? 3. What are the suggestions for the development of mathematics textbooks for grades 6 to 8 in the Kingdom of Bahrain in light of both content and operations dimensions? Hence, the researcher designed cards for analyzing mathematics books (seven cards) based on the standards of the National Council of Teachers of Mathematics (NCTM) published in 2000; the researcher verified the reliability and credibility of these analysis cards. He then analyzed mathematics books from grades 6 to 8 in the Kingdom of Bahrain based on those cards. Treating these data statistically, the results indicated the following: Standards for the content dimension are not available in mathematics books from grades 6 to 8 in the Kingdom of Bahrain in Basic Education for each field of content dimensions, as the percentage of absence of standards for numbers and operations reached 78.57%, absence of standards for algebra reached 100.00%, geometry reached 77.78%, and analysis of data and probabilities reached 7.00%. Content dimension standards are not available in Mathematics textbooks from grades 6 to 8 in the Kingdom of Bahrain for basic education in both fields of problem solving and justifying and proving, as the percentage of absence of standards in both fields reached 75.00%. The researcher points to the necessity of developing mathematics textbooks (grades 6 to 8) in the basic education stage through the following standards, which the study implies: Activities that require students' participation in practical experiences, dealing with manipulatives by using number lines and abacus manipulatives, and giving students a chance to discover the rules from special tasks and examples, presenting notes, conclusions, and evidence in different ways: writing, drawing, or observations. The concepts and algebraic symbols, until the student reaches the preparatory stage and has systematic symbols, so they can use them in many different ways of thinking, and the students can cope with algebra symbols and solve equations and translate the mathematics tasks and natural phenomena into mathematical symbols. Describing and analyzing shapes, and studying their characteristics, giving students a chance to use different methods to discover the rules of geometry, and they should begin studying geometry at school based on observation, manipulatives, and direct assessment focusing on geometry concepts Varied experiences in the field of assessment, e.g., measurements, angles, weights, size, volume, and shapes, by focusing on choosing suitable tolls and approximations of measurements and knowing the different kinds of measurement tolls. Synthesizing and reading the different graph, frequency tables, and data gathering techniques and using technology for presenting them. Using problem solving to build new mathematics knowledge and using different strategies for problem-solving. Justifying and proving, so that students can provide logical evidence and facts for their ideas and opinions, until they reach the intermediate stage, equipped with the ability to discover ideas and find relationships and patterns, hypothesize, and validate their hypotheses. In light of the findings, the researcher has come up with a number of recommendations and suggested research