## تقويم كتب الرياضيات المدرسية في مرحلة التعليم الأساسية العليا من وجهة نظر المعلمين والمعلمات في فلسطين

تقويم كتب الرياضيات المدرسية في مرحلة التعليم الأساسية العليا من وجهة نظر المعلمين والمعلمات في فلسطين

##### Abstract

This study aimed at investigating the evaluation of school math textbook for basic stages (7th . Sth , 9th, l0th grade) from teacher’ perspective in Palestine for the scholsatic year 95/1996.
This study analyzed the evaluative estimations for each of the four math textbooks from the perspective of the Palestinian teachers in the high basic stage. Moreover . the study analyzed the evaluative estimations of the six components of the math textbooks : The general appearance , the introduction , the content . the activities , tasks and exercises , evaluation methods ,promoting students’ talents. The study also tried to show the level of efficiency of each of the six components of the math textbooks mentioned above. In addition, each item of the questionnaire was studied to see its appropriateness to the study. The goal of examining the appropriateness and efficiency of the components and the questionnaire items aim at identifying the materials that must be included in any future math textbooks.
The population of this study consists of (IOSO) subjects all teachers in Tulkarm, qalqiilyah , Jenin , and Nablus districts in the scholastic year 1995/l996. The sample of the study consisted of(200) subject teachers ; (l l2) male teacher and 88 female teacher. 50 teachers were selected from high and primary schools , 28 male schools and 22 female schools from Tulkarm, Qalqiilyah , Jenin , and Nablus districts in the scholastic year l995/1996. The instrument of this study was questionnaire prepared by the researcher.
The instrument was consisted of 64 items distributed on six components:
l. The appearance of the book.
2. The introduction of the book.
3. The contents of the book.
4. The activities . skills . and exercise of the book.
5. The evaluation techniques used in the hook.
6. The development of students’ talents used in the book.
The questionnaire was approved by a paniel of 16 expert to judge the content validity of the instrument and the reliability co efficiency was calculated for the questionnaire by using Alt`a—Cronbakh equation and it was 0.89.
Eight hypotheses were tested in this study, six were analyzed by the t-test and two were analyzed by one-way analysis of variance (One Way ANOVA).
This study indicated that the evaluation data of the teachers was higher than the acceptable educational level for each of the 4 math text books at a significant difference of (α=0.05) . The results of the study also showed that
the sex variable has no significance in evaluating each of the 4 math text book and in each of the six components mentioned earlier (α=0.05) .
The evaluation data given by the teachers for each of the four math text books was higher than the acceptable math level in each of the following:
1. The general appearance of the book.
2. The content of the book.
3. The activities , skills, exercises of the book.
4. The evaluation methods of the book.
Whereas the evaluative data given by the teachers was close to the acceptable educational level in the following:
1. The introduction of the book.
2. The development of the students’ talents in the book.
The study showed that there is a significance for the teaching experience in evaluating the math text books as a whole unit while there is no significance for the teaching experience in evaluating each of the four math text books by itself. Moreover, the study showed that there’s no significance for the academic degree in the area of evaluating school text books.
In the light of the previous results, the researcher recommends that systematic seminars and meetings should be held between math text books writes/developers and math teachers. Also , the researcher emphasize the necessity of adding a summary section at the end of every unit which recapitulates the main ideas taught in the unit.
The researcher sees it is important to increase the number of classes for every grade to cover the curriculum thoroughly. Finally , The role of Arab and Muslim math scholars should be drawn attention to a historic and a cultural dimension. This study aimed at investigating the evaluation of school math textbook for basic stages (7th . Sth , 9th, l0th grade) from teacher’ perspective in Palestine for the scholsatic year 95/1996.
This study analyzed the evaluative estimations for each of the four math textbooks from the perspective of the Palestinian teachers in the high basic stage. Moreover . the study analyzed the evaluative estimations of the six components of the math textbooks : The general appearance , the introduction , the content . the activities , tasks and exercises , evaluation methods ,promoting students’ talents. The study also tried to show the level of efficiency of each of the six components of the math textbooks mentioned above. In addition, each item of the questionnaire was studied to see its appropriateness to the study. The goal of examining the appropriateness and efficiency of the components and the questionnaire items aim at identifying the materials that must be included in any future math textbooks.
The population of this study consists of (IOSO) subjects all teachers in Tulkarm, qalqiilyah , Jenin , and Nablus districts in the scholastic year 1995/l996. The sample of the study consisted of(200) subject teachers ; (l l2) male teacher and 88 female teacher. 50 teachers were selected from high and primary schools , 28 male schools and 22 female schools from Tulkarm, Qalqiilyah , Jenin , and Nablus districts in the scholastic year l995/1996. The instrument of this study was questionnaire prepared by the researcher.
The instrument was consisted of 64 items distributed on six components:
l. The appearance of the book.
2. The introduction of the book.
3. The contents of the book.
4. The activities . skills . and exercise of the book.
5. The evaluation techniques used in the hook.
6. The development of students’ talents used in the book.
The questionnaire was approved by a paniel of 16 expert to judge the content validity of the instrument and the reliability co efficiency was calculated for the questionnaire by using Alt`a—Cronbakh equation and it was 0.89.
Eight hypotheses were tested in this study, six were analyzed by the t-test and two were analyzed by one-way analysis of variance (One Way ANOVA).
This study indicated that the evaluation data of the teachers was higher than the acceptable educational level for each of the 4 math text books at a significant difference of (α=0.05) . The results of the study also showed that
the sex variable has no significance in evaluating each of the 4 math text book and in each of the six components mentioned earlier (α=0.05) .
The evaluation data given by the teachers for each of the four math text books was higher than the acceptable math level in each of the following:
1. The general appearance of the book.
2. The content of the book.
3. The activities , skills, exercises of the book.
4. The evaluation methods of the book.
Whereas the evaluative data given by the teachers was close to the acceptable educational level in the following:
1. The introduction of the book.
2. The development of the students’ talents in the book.
The study showed that there is a significance for the teaching experience in evaluating the math text books as a whole unit while there is no significance for the teaching experience in evaluating each of the four math text books by itself. Moreover, the study showed that there’s no significance for the academic degree in the area of evaluating school text books.
In the light of the previous results, the researcher recommends that systematic seminars and meetings should be held between math text books writes/developers and math teachers. Also , the researcher emphasize the necessity of adding a summary section at the end of every unit which recapitulates the main ideas taught in the unit.
The researcher sees it is important to increase the number of classes for every grade to cover the curriculum thoroughly. Finally , The role of Arab and Muslim math scholars should be drawn attention to a historic and a cultural dimension.