تصور مقترح لتضمين استراتيجيات الحساب الذهني في كتب الرياضيات بالمرحلة الابتدائية بالمملكة العربية السعودية

الملخص EN

This study aimed at exploring the reality of the inclusion of mental computation strategies in the mathematics textbooks in the upper grades in the elementary stage in Saudi Arabia, and proposing a paradigm for including these strategies in these textbooks using the descriptive analytical method.

Frequencies and percentages were used to determine the percentage of inclusion.

The study concluded that the inclusion of strategies of mental computation in math textbooks in grades 4, 5, 6 and higher grades combined is (2% , 3% , 1% , 2% ) respectively.

These are very low ratios indicating the scarcity of inclusion of these strategies in math textbooks in the elementary upper grades.

It was also concluded that the percentage of inclusion of the strategies of mental subtraction strategies in math textbooks in grades 4, 5, 6 and higher grades combined is (1.5% , 1.9% , 0.8% , 1.4% ) respectively which are very low rates indicating the scarcity and weakness of these strategies included in math textbooks in upper grades.

It was also found that the percentage of the inclusion of mental multiplication strategies in math textbooks in grades 4, 5, 6 and higher grades combined is (9% , 8% , 13% , 6.8% ) respectively, which are very low rates indicating the weakness of these strategies included in math textbooks in upper grades.

The percentage of inclusion of mental division strategies in math textbooks in grades 4, 5, 6 and higher grades combined is (3.8% , 4.6% , 1% , 3% ) respectively, which are very low rates indicating the weakness of these strategies included in math textbooks in upper grades.

In addition, the percentage of inclusion of strategies for mental addition in the upper grades of each strategy apart was very low, with the strategy of counting forward (0.2% ), separation (0.2% ), doubling (0.1% ), wake up to 10 and doubles (0.4% ), balancing (0.6% ), and aggregation (0.7% ).

The inclusion of strategies of mental subtraction of each strategy apart was very low where counting back strategy was (0.4% ), separation (0.2% ), sequencing (0.2% ), compensation (0.1% ), and balancing (0.6% ).

The inclusion of mental multiplication strategies of each strategy apart was very low, with the strategy of skip counting was (0.3% ), additive distribution (1.8% ), subtractive distribution (0% ), general factoring (0.6% ), halfing and doubling (0.5% ), and dealing with zeros (3.8% ).

The inclusion percentage of mental division strategies of each strategy apart was very low, with the additive distribution (0% ), subtractive distribution (0% ), factors (0% ), balancing (0.2% ) and dealing with zeros (3% ).

Upon these results, the study presented a proposal to include mental computation strategies in math textbooks of the upper grades in elementary grades from 4 through 6, including objectives, content, methods of teaching, activities, teaching techniques and assessment methods.