Content Analysis of Jordanian Elementary Textbooks during 1970–2013 as Case Study
| Autor: | Eman Rasmi Abed, Mohammad Mustafa Al-Absi |
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| Rok vydání: | 2015 |
| Předmět: | |
| Zdroj: | International Education Studies. 8 |
| ISSN: | 1913-9039 1913-9020 |
| DOI: | 10.5539/ies.v8n3p159 |
| Popis: | This study aims to determine types of mathematic disciplines (in term of topics) in Jordanian Elementary textbooks. This study evaluates mathematics text books especially in the period between 1970 and 2013 and identifies types and quantities of mathematics. To examine the relative quantity of mathematics, branches of mathematics, presentation means, and methods, books were analyzed using content analysis protocols. As a result, this work has shown a significant increase in mathematics enhancement in terms of quality and quantity in Jordanian elementary textbook. Such enhancement is relevant to the advantage of new technology based on mathematical algorithms. In addition, this research has pointed out the growth in geometry while numbers of mathematics show a decline in return as of 2013. Based on this study the recommendation concluded is to further develop textbooks in order to meet NCTM requirements. Textbooks (also known as students' books) play a major role in Jordanian schools. For instance, main curricula, courses outline, resources, methods of teaching and studying were all developed based on textbooks. However, students' books have always suffered from lack of clarity in many aspects such as; story illustrations, real life examples, articles pertained to various topics as sociology, science, art, religion, and anthropology. The early 1970s basic mathematics education in Jordan can be traced back in the student's books. That is, mathematics was taught as a separate subject, and it was introduced to children through their textbooks only. Therefore; the analysis of mathematics in early stage students' books was an important issue to understand as a foundation in elementary education. In 1987, a significant national conference was held in order to start the first comprehensive educational reform in Jordan. The educational reform's components were; training programs, curriculum, research, an environmental classroom etc., which were supposed to enhance students' skills (Ministry of Education MoE, 1987). Thus, curricula of school subjects' were to be designed to focus on the development of students' thinking and solving problems. "A new theme termed "Educational reform for the knowledge economy" is now being executed, marking a new phase in educational reform that has begun as early as 1988. This development aims to change the educational system at the onset of childhood in both basic and secondary stages to graduates equipping them with highly needed skills of knowledge. This change entails that students show basic key skills and core competencies in addition to enhancing essential content" (Innab & El-Sheikh, 2006). General objectives of teaching mathematics in Jordan are based on the philosophy of Jordanian society, and these goals aim to enable students to acquire knowledge, skills, values and attitudes to help them in the individual and collective development. These approaches are characterized as being commensurate with the local environment; represent the reality of the student through putting him in life situations, and helping student to be able to solve the problems and issues related to the needs of everyday life. Mathematics curriculum in Jordan is consistent with the principles and standards of the National Council of Teachers of Mathematics in America (NCTM). Curriculum in general and mathematics curricula in particular have undergone continuously to the development process in the previous years, the last development happened in the beginning of the academic year 2014/2015 through developing mathematics curriculum for the first three |
| Databáze: | OpenAIRE |
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