الهوية الفلسطينية في منهج الرياضيات للصف الحادي عشر بجزأيه القديم و الجديد : دراسة حالة

الملخص EN

The study dealt with the reality of Palestinian identity in the mathematics curriculum for the 11th grade (Old text book - the new text book) in the streams of humanities and science.

The problem of the study was to answer the following main question: How much is the Palestinian identity in the mathematics curriculum for 11th Grade highlighted? The importance of the study is to highlight the difference in dealing with Palestinian identity between the old and new mathematics curriculum in the stream of human sciences, the scientific stream.

The study aimed at identifying the extent to which the Palestinian identity is represented in the old mathematics curriculum for the 11th grade, the stream of human sciences and the scientific stream, and the knowledge of the representation of Palestinian identity in the new mathematics curriculum for the 11th grade.

The researchers also analyzed the content of the 11th grade's mathematics curriculum book for the old and new of the two streams (humanities and scientific sciences).

The most important results of the study were the following: 1.

Palestinian identity represented in the book of mathematics curriculum for 11th Grade's old book (Humanities stream) in the various themes covered by the study together by 2.44%, which is a very low rate, but for the old book of the scientific stream were themes covered by the study together by 0.5%, the proportion of Very low.

2.

Representing the Palestinian identity in the book of the mathematics curriculum for the 11th grade the new book (the stream of human sciences) in the various axes dealt with together by 19.5%, which is better than the old curriculum of the 11th grade of human sciences.

3.

As for the new book of Scientific stream, the topics discussed in the study together by 8.6%, a low rate, which is better than the old curriculum.

As for the recommendations, the most important: 1.

To enrich the curriculum in the development process with the activities, examples, and exercises that carry and clarify the Palestinian identity more.

2.

The formation of specialized committees that include: specialists in history, geography, archeology, national education, and mathematics, in order to crystallize a clear vision for greater integration of the Palestinian identity into the mathematics curriculum.

3.

Forming specialized committees for each subject and each stage of study in order to integrate the greatest number of Palestinian identity into the curricula.