## A Contrastive Evaluation Study between the Content of the Palestinian, Jordanian, & Egyptian Curricula in Mathematics for the Sixth Basic Class

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##### Date

2002

##### Authors

Husam El-Deen Nabeeh Hasan Abu Ghazaleh

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##### Abstract

The study aims at analyzing the new textbook of mathematics set for the Palestinian 6th. basic class; and comparing it with the textbooks of mathematics already set for the same class in Palestine until year 1999/2000. Namely they are the books of the Hashemite Kingdom of Jordan & its identical one from the Arab Republic of Egypt, throughout:
1- Recognizing the difference of the mathematical material introduced in proportional representation in the light of the change of the state preparing the curriculum.
2- Recognizing the educational aims measuring each of the scholastic curriculums: (Palestinian, Jordanian & Egyptian) for the 6m. basic class in mathematics and the percentage of each of them. 3- Revealing the variance in the educational objectives of the (Palestinian, Jordanian & Egyptian) curriculums for the 6'h. basic class in mathematics in the light of Bloom ’s variable for classifying the mental levels. For the sake of realizing these goals and purposes, the researcher used the method of (Content Analysis) in analyzing and comparing the three curriculums.
Then he emerged with the following conclusions:
1- There is resemblance in the introduced scholastic materials in the three curriculums; except for the unit of algebra which was shared by the Palestinian & Jordanian curriculums only; but not included in the Egyptian one. The material of probabilities was excluded by the Palestinian curriculum only; but deprived of the two other ones.
2- There is variance in the percentages of dividing the levels of educational aims measured by each of the three curriculums according to Bloom 's variable for classifying the mental levels, which are: (knowledge, remembrance, comprehension, application, analysis, synthesis & evaluation). At the time when the proportion of level of application in the Egyptian curriculum appears to be higher than the level of application in the other two curriculums, we find that the proportion of comprehension level in each of the Palestinian & Jordanian curriculums is higher than the Egyptian one; whereas the Palestinian curriculum is credited for the increase in the proportion of the synthesis & evaluation levels more than the other two curriculums.
In consequence of that, the study recommends of:
1- The continuation of teaching the new Palestinian textbook of mathematics; simply because it contains versatile scholastic subjects, and its aims are feasible & applicable.
2- Supplying the new Palestinian textbook of mathematics with a teacher’s book that would illustrate the successful methods in it for demonstrating the scholastic material, as well as enhancing it with fostering activities and correct ways of solution for the questions of the textbook already set.
3- The necessity for linking the content of the new Palestinian textbook of mathematics with a surplus of examples & exercises from the local environment.
4- The necessity for linking the content ofthe new Palestinian textbook of mathematics with the other scholastic subjects; such as science, Arabic language & social studies.
5-The necessity for holding a surplus of courses for teachers to train them on implementing the new Palestinian textbook of mathematics in the proper way.
6- Supplying the student with a remedial plan that is studied and suggested from the qualified teachers & curriculum personnel, with the possibility of arranging exemplary class periods; live & televised that are performed by the specialists.
7- Performing a surplus of evaluating studies to include the other subjects & mathematical books, as well as the further topics.

The study aims at analyzing the new textbook of mathematics set for the Palestinian 6th. basic class; and comparing it with the textbooks of mathematics already set for the same class in Palestine until year 1999/2000. Namely they are the books of the Hashemite Kingdom of Jordan & its identical one from the Arab Republic of Egypt, throughout: 1- Recognizing the difference of the mathematical material introduced in proportional representation in the light of the change of the state preparing the curriculum. 2- Recognizing the educational aims measuring each of the scholastic curriculums: (Palestinian, Jordanian & Egyptian) for the 6m. basic class in mathematics and the percentage of each of them. 3- Revealing the variance in the educational objectives of the (Palestinian, Jordanian & Egyptian) curriculums for the 6'h. basic class in mathematics in the light of Bloom ’s variable for classifying the mental levels. For the sake of realizing these goals and purposes, the researcher used the method of (Content Analysis) in analyzing and comparing the three curriculums. Then he emerged with the following conclusions: 1- There is resemblance in the introduced scholastic materials in the three curriculums; except for the unit of algebra which was shared by the Palestinian & Jordanian curriculums only; but not included in the Egyptian one. The material of probabilities was excluded by the Palestinian curriculum only; but deprived of the two other ones. 2- There is variance in the percentages of dividing the levels of educational aims measured by each of the three curriculums according to Bloom 's variable for classifying the mental levels, which are: (knowledge, remembrance, comprehension, application, analysis, synthesis & evaluation). At the time when the proportion of level of application in the Egyptian curriculum appears to be higher than the level of application in the other two curriculums, we find that the proportion of comprehension level in each of the Palestinian & Jordanian curriculums is higher than the Egyptian one; whereas the Palestinian curriculum is credited for the increase in the proportion of the synthesis & evaluation levels more than the other two curriculums. In consequence of that, the study recommends of: 1- The continuation of teaching the new Palestinian textbook of mathematics; simply because it contains versatile scholastic subjects, and its aims are feasible & applicable. 2- Supplying the new Palestinian textbook of mathematics with a teacher’s book that would illustrate the successful methods in it for demonstrating the scholastic material, as well as enhancing it with fostering activities and correct ways of solution for the questions of the textbook already set. 3- The necessity for linking the content of the new Palestinian textbook of mathematics with a surplus of examples & exercises from the local environment. 4- The necessity for linking the content ofthe new Palestinian textbook of mathematics with the other scholastic subjects; such as science, Arabic language & social studies. 5-The necessity for holding a surplus of courses for teachers to train them on implementing the new Palestinian textbook of mathematics in the proper way. 6- Supplying the student with a remedial plan that is studied and suggested from the qualified teachers & curriculum personnel, with the possibility of arranging exemplary class periods; live & televised that are performed by the specialists. 7- Performing a surplus of evaluating studies to include the other subjects & mathematical books, as well as the further topics.

The study aims at analyzing the new textbook of mathematics set for the Palestinian 6th. basic class; and comparing it with the textbooks of mathematics already set for the same class in Palestine until year 1999/2000. Namely they are the books of the Hashemite Kingdom of Jordan & its identical one from the Arab Republic of Egypt, throughout: 1- Recognizing the difference of the mathematical material introduced in proportional representation in the light of the change of the state preparing the curriculum. 2- Recognizing the educational aims measuring each of the scholastic curriculums: (Palestinian, Jordanian & Egyptian) for the 6m. basic class in mathematics and the percentage of each of them. 3- Revealing the variance in the educational objectives of the (Palestinian, Jordanian & Egyptian) curriculums for the 6'h. basic class in mathematics in the light of Bloom ’s variable for classifying the mental levels. For the sake of realizing these goals and purposes, the researcher used the method of (Content Analysis) in analyzing and comparing the three curriculums. Then he emerged with the following conclusions: 1- There is resemblance in the introduced scholastic materials in the three curriculums; except for the unit of algebra which was shared by the Palestinian & Jordanian curriculums only; but not included in the Egyptian one. The material of probabilities was excluded by the Palestinian curriculum only; but deprived of the two other ones. 2- There is variance in the percentages of dividing the levels of educational aims measured by each of the three curriculums according to Bloom 's variable for classifying the mental levels, which are: (knowledge, remembrance, comprehension, application, analysis, synthesis & evaluation). At the time when the proportion of level of application in the Egyptian curriculum appears to be higher than the level of application in the other two curriculums, we find that the proportion of comprehension level in each of the Palestinian & Jordanian curriculums is higher than the Egyptian one; whereas the Palestinian curriculum is credited for the increase in the proportion of the synthesis & evaluation levels more than the other two curriculums. In consequence of that, the study recommends of: 1- The continuation of teaching the new Palestinian textbook of mathematics; simply because it contains versatile scholastic subjects, and its aims are feasible & applicable. 2- Supplying the new Palestinian textbook of mathematics with a teacher’s book that would illustrate the successful methods in it for demonstrating the scholastic material, as well as enhancing it with fostering activities and correct ways of solution for the questions of the textbook already set. 3- The necessity for linking the content of the new Palestinian textbook of mathematics with a surplus of examples & exercises from the local environment. 4- The necessity for linking the content ofthe new Palestinian textbook of mathematics with the other scholastic subjects; such as science, Arabic language & social studies. 5-The necessity for holding a surplus of courses for teachers to train them on implementing the new Palestinian textbook of mathematics in the proper way. 6- Supplying the student with a remedial plan that is studied and suggested from the qualified teachers & curriculum personnel, with the possibility of arranging exemplary class periods; live & televised that are performed by the specialists. 7- Performing a surplus of evaluating studies to include the other subjects & mathematical books, as well as the further topics.