Analyzing the content of the mathematics textbook of the fifth grade preparatory according to the depth of knowledge levels
Keywords:
content analysis, 5th grade mathematics textbook, levels of depth of knowledgeAbstract
The aim of the current research is to identify the degree of availability of levels of depth of knowledge in the mathematics book for the fifth grade of the scientific and applied branch, the research sample consisted of the mathematics book of the tenth edition of the year 2019 of the fifth grade of the scientific branch of the application. To achieve the goal of the research, the two researchers prepared a list of levels of depth of mathematical knowledge. The recall, the level of concepts and skills, the level of strategic thinking and the level of extended thinking, the book was analyzed according to the aforementioned levels, using the analytical descriptive method and the stability of the analysis was confirmed by analyzing over time and individuals and the proportion of stability was 75% that was obtained by applying the Holste equation The results of the analysis of the book, as I have said: the percentage of availability of the level of recall reached (36.65%), the percentage of availability of the level of concepts and skills reached (31.78%), the percentage of availability of the level of strategic thinking reached (20.88%), the percentage of availability of the level of extended thinking reached (6710%).
Downloads
References
Hassan, Shaima Muhammad Ali (2018): A proposed strategy in light of Vygotsky's theory for developing the depth of mathematical knowledge and responsibility for learning mathematics among middle school students, Mathematics Pedagogy Journal, Volume 21, Issue 10, Part 1, Egypt.
Calligraphy 'Muhammad Ibrahim (2018): Evaluating the content of the science book for the fourth grade in light of the requirements of TIMSS-2015 in Jordan, Al-Bayt University, published master's thesis, Jordan.
Raphael, Essam Wasfi and Mohamed Ahmed Youssef (2001): Teaching and Learning Mathematics, the Anglo-Egyptian Library, Egypt.
Al-Zwaini, Ibtisam Sahib and others (2013): Curricula and Book Analysis, 1st Edition, Safaa House for Publishing and Distribution, Amman.
Al-Zwaini, Ibtisam and others (2013): Curricula and Book Analysis, 1st Edition, Safaa House for Publishing and Distribution, Jordan.
Al-Sumairi, Latifa (2004): Evaluating the Psychology course for the second year of secondary school for girls ’education in Riyadh from the teachers’ and supervisors ’point of view in light of contemporary trends in curricula, Education and Psychology Mission, King Saud University, Saudi Society for Educational and Psychological Sciences.
Shaheen, Abdul Rahman bin Youssef (2019): The extent of availability of levels of depth of knowledge in biology books for the secondary stage, the curriculum system in the Kingdom of Saudi Arabia, “An Analytical Study”, The Scientific Journal, Volume 35, Issue 10, Part 2, Egypt.
Al-Sharaa, Ibrahim (2013): An analysis of the evaluation questions included in the mathematics books for the fourth, fifth and sixth grades in light of the cognitive levels according to the Bloom classification, Studies of Ammar Thleji-Al-Aghwar University, Algeria, 24, 52-74.
Taima, Rushdie (2004): Content analysis in the human sciences is understood, foundations, uses, 3rd edition, Dar Al Fikr Al Arabi, Egypt.
Abdel-Rahim, Mohamed Hassan Abdel-Shafi (2020): The use of generative learning to develop the depth of mathematical knowledge and confidence in the ability to learn mathematics among middle school students, Journal of Mathematics Education, Volume 23, Issue 3, Part 1, Egypt.
Abdel Malak, Maryam Moussa Matta (2020): Using a realistic mathematics strategy to develop levels of depth of mathematical knowledge and improve the desire to learn mathematics among middle school students, Fayoum University's Journal of Educational and Psychological Sciences, Volume 14, Part 1, Egypt.
Al-Obaidan, Abdullah, and Al-Zaabi, Ali (2014): An analysis of the fourth-grade mathematics book in the Kingdom of Saudi Arabia in light of the NCTM standards, Journal of Educational Sciences Studies, 41 (1), 317-332.
Al-Ajami, Lubna Hussein (2003): The Effectiveness of the Constructive and Cognitive Learning Model in Developing Academic Achievement, Modifying Alternative Perceptions, Development of Basic Science Processes and Attitudes Toward Science Subject for Intermediate Second Grade Students, Unpublished PhD Thesis, College of Education for Girls, Agency for Girls' Colleges, Riyadh.
Al-Enezi, Amer (2006): An analysis of mathematics books in middle school in light of the standards of the National Council of Mathematics Teachers in America, an unpublished master's thesis, Amman University, Jordan.
Al-Ghamdi, Majed Shabab Saad (2019): A proposed model for science education based on integration between structural learning and conceptual modeling and its impact on the depth of scientific knowledge among sixth elementary students in Al-Baha Governorate, Journal of Educational and Psychological Sciences, Volume 3, Issue 25, 73-49, Kingdom of Saudi Arabia Saudi .
Al-Fayez, Al-Anoud Muhammad Eid (2017): Levels of Mathematical Knowledge in Mathematics Books for the Higher Basic Grades in Jordan, Unpublished Master Thesis, University of Jordan, Jordan.
El-Fil, Helmy (2018): A proposed program for employing the scenario-based learning model in teaching and its impact on developing levels of depth of knowledge and reducing mental wandering among students of the Faculty of Specific Education, Alexandria University, Journal of the Faculty of Specific Education, Menoufia University, Issue Two - 2018 .
Al-Feel, Helmy (2019): Modern educational variables on the Arab environment (rooting and delivery), The Anglo-Egyptian Library, Egypt.
Muhammad, Ihab Al-Sayed Shehata (2019): A proposed unit in mathematics based on Fazi logic to develop levels of depth of knowledge and decision-making skills among undergraduate students, Journal of Mathematics Education, Volume 22, Issue 11, Part Two, Egypt,
Muhammad, Wael Abdullah and Reem Ahmad Abd Al-Azim (2012): Analyzing Curriculum Content in the Humanities, Dar Al-Masirah for Publishing and Distribution, 1st Edition, Jordan.
Yaish, Fawzia Ali Rakad (2007): Analyzing the content of history books at the higher basic stage in Jordan in light of the components of the cognitive structure and scientific thinking skills, Amman Arab University for Graduate Studies, MA thesis, Jordan.
Foreign sources:
Barge, John(2014): Mathematics DOK Levels , State School Superintendent
Hart ,A (2016). Depth of Knowledge and Tiered Questioning Techniques in Physical Education.
Hess, K. & Jones, B. & Carlock, D. & Walkup, J. (2009). Cognitive Rigor: Blending the Strengths of Bloom’s Taxonomy and Webb's Depth of Knowledge to Enhance Classroom-Level Processes, May 5-2017
Hess, K. K., Jones, B. S., Carlock, D., & Walkup, J. R. (2009). Cognitive Rigor:
Blending the Strengths of Bloom's Taxonomy and Webb's Depth of Knowledge to
Enhance Classroom-Level Processes. Online Submission.
Hess, Karin K. (2013). A Guide for Using Webb’s Depth of Knowledge
with Common Core State Standards, The Common Core Institute
Jackson, T. (2010). Teacher Depth of Knowledge as a Predicator of Student Achievement in the Middle Grades. PhD Dissertation, University of Southern Mississippi.
Webb, N. L. (1997). Determining Alignment of Expectations and Assessments in Mathematics and Science Education. Nise Brief, 1(2), n2.
Webb, N. L. (2002, March). Depth of knowledge levels for four content areas. Wisconsin Center for Education Research,University of Wisconsin-Madison, Madison,
WI. Retrieved from
Wyse, A. E., & Viger, S. G. (2011). How item writers understand depth of knowledge. Educational Assessment, 16(4), 185-206.
Downloads
Published
How to Cite
Issue
Section
License
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.