STANDARDS RELATED TO MATHEMATICAL STRENGTH THAT MUST BE PRESENT IN THE CURRICULUM FOR THE SEVENTH GRADE OF BASIC EDUCATION IN THE SULTANATE OF OMAN AND THE PROPOSED SCENARIO FOR INCLUDING THE DIMENSIONS IN THE CURRICULUM
Abstract
The study aimed to analyze the content of the mathematics book for the seventh grade of basic education in the Sultanate of Oman in light of the standards of mathematical strength, and to present a proposed vision for developing this book. To answer the questions of the study, the researcher prepared an analysis card consisting of six axes that included (55) standards, and adopted the descriptive approach. Analytical, in order to determine the extent to which the content of the book activates the standards of mathematical strength. Frequencies and percentages were used. The results of the study showed that there are many deficiencies in the mathematics content of the seventh grade of basic education, including that the content lacks the use of technology in its topics, whether in expressing mathematical concepts. Or in expressing procedures in mathematics and the need to develop mathematical thinking through logic and mathematical reasoning, activating problem-solving steps, and linking the curriculum to the reality of the student’s life. In light of the results, the researcher recommended reconsidering the content of the mathematics book, in light of the standards of mathematical strength. Setting standards and criteria for developing curricula and determining relative weights for these standards, emphasizing the importance of increasing the academic, educational and technical qualifications of mathematics curricula authors, and providing them with everything new on the international scene regarding mathematics.
Keywords
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Details
| Primary Language | English |
|---|---|
| Subjects | Educational Sociology |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | April 20, 2024 |
| Publication Date | May 3, 2024 |
| Submission Date | March 12, 2024 |
| Acceptance Date | April 8, 2024 |
| Published in Issue | Year 2024 |
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