مدى تضمين محتوى كتاب الرّياضيّات الفلسطينيّ للصّفّ التّاسع الأساسيّ لمهارات الاقتصاد المعرفيّ
Loading...
Date
2024-03-09
Authors
فاتن عبد الرّحمن يوسف مصلح
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Abstract
The aim of the current study is to assess the extent to which the Palestinian Mathematics textbook for the ninth grade incorporates cognitive economic skills in the first and second semesters, distributed across seven domains: cognitive and thinking domain, cognitive domain, communication domain, economic domain, national domain, technological domain, and social domain. The researcher employed a descriptive-analytical methodology to suit the study's objectives and prepared a list of criteria used in preparing a content analysis card, which formed the study tool. This tool was used as a reference to determine the extent to which the ninth-grade Mathematics textbook incorporates cognitive economic skills. After ensuring the validity and reliability of the tool and conducting appropriate statistical procedures, the results showed that the total occurrences of cognitive economic skills in the ninth-grade Mathematics textbook amounted to (960) occurrences, distributed as follows: (532) occurrences in the first semester and (519) occurrences in the second semester. The cognitive and thinking domain ranked first with (328) occurrences, while the economic domain skills ranked last with 46 occurrences.
Based on these results, the study recommended focusing on the unachieved cognitive economic domains in the new ninth-grade Mathematics textbook, addressing the weaknesses in the ninth-grade Mathematics textbook, and working on improving them. Additionally, there is a need to focus on strengths and enrich the new edition of the ninth-grade Mathematics textbook.
Keywords: Book analysis, ninth grade, cognitive economic skills.