The Level of Including Common Skills in Mathematics Textbooks for Third Intermediate Grade in Saudi Arabia

Ghadeer Abdullah Alolaiwy
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Abstract

The study aimed to identify the level of including the common skills approved by Education and Training Evaluation Commission (ETEC) as a part of a set of standards followed by the general education curricula in mathematics books for the third intermediate grade in Saudi Arabia. This study adopted an analytical survey approach. The population and sample of the current study comprised all the mathematics package books assigned to grade 9 students in the country for the academic year 2019-2020. The package was 18 books, containing students' book, workbook, teacher's manual, evaluation manual, teachers' resources for curricula activities. The researchers used an analysis card in light of common skills matrix approved by ETEC. The level of including the common skills in the books has been analyzed as per two aspects: the degree and the quality of inclusion. The study revealed that the extent of including common skills in these books was low (16.9%). Moreover, the quality of inclusion was also low (M= 1.2). The level and the quality of sixth common skills inclusion were as follows ; "critical skills and problems solving" level was moderate (41.9%), and the quality was also moderate (M=1.9), "creative thinking skill" level was low (12.4%) and the quality was moderate (M=1.8), "communication skill" level was low (27.5%), and the quality was also low (M=1.5), "technology use" skill level was low (6.8%), and the quality was also low (M=0.73), "self-learning" level was low (9.7%), and the quality was also low (M=0.74), and finally the level of "community cooperation and participation” was low (3.4%), and the quality was also low (M=0.41). In light of these findings, the study provides several recommendations. Of these notable ones are making use of the findings of the current studies by curricula developers and including the common skills in mathematics books. Keywords: Common Skills; national standards; Mathematics Textbooks.
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沙特阿拉伯初中三年级数学教材中通用技能的水平
该研究旨在确定将教育和培训评估委员会(ETEC)批准的共同技能作为一套标准的一部分纳入沙特阿拉伯三年级普通教育课程数学书籍的水平。本研究采用分析调查法。本研究的人口和样本包括2019-2020学年分配给全国九年级学生的所有数学包书。包里有18本书,包括学生用书、练习本、教师手册、评价手册、教师课程活动资源。研究人员根据ETEC批准的通用技能矩阵使用了分析卡。从共性技能的收录程度和收录质量两个方面对共性技能的收录水平进行了分析。研究显示,这些书中包含普通技能的程度很低(16.9%)。此外,纳入质量也较低(M= 1.2)。第六项共同技能包含的水平和质量如下:“关键技能与解决问题”水平为中等(41.9%),质量也为中等(M=1.9);“创造性思维能力”水平为低(12.4%),质量也为中等(M=1.8);“沟通能力”水平为低(27.5%),质量也为低(M=1.5);“技术运用”技能水平为低(6.8%),质量也为低(M=0.73);“自学能力”水平为低(9.7%),质量也为低(M=0.74)。最后,“社区合作与参与”水平低(3.4%),质量也较低(M=0.41)。根据这些发现,该研究提出了几点建议。其中值得注意的是利用课程开发人员目前的研究结果,并将通用技能纳入数学书籍。关键词:常用技能;国家标准;数学教科书。
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