طبيعة حل المشكلات الرياضية اللفظية في مناهج الرياضيات للمرحلة الابتدائية بالمملكة العربية السعودية و سنغافورة و بريطانيا و الولايات المتحدة الأمريكية : دراسة مقارنة

الملخص EN

The study aims to expose the nature of solving verbal mathematical problems in mathematics curricula for the elementary stage in the Kingdom of Saudi Arabia and compare them with the mathematics curricula in Singapore, Britain and the United States of America; so as to determine the type of mathematical problems, their formulation methods and their scopes in the first-grade elementary mathematics curriculum; and to identify the number of steps needed to solve them, their strategies, and the mathematical areas in which they were repeated.

The descriptive approach was applied through the content analysis method.

The results reflected the superiority of both Singapore and Britain over the Kingdom of Saudi Arabia.

The results also reflected that for the curricula of the Kingdom of Saudi Arabia there are only routine mathematical problems that were formulated verbally for the most part with varying scopes whether being integrated in lesson, independent as a lesson or used as an assessment; They relied on solving strategies suitable for the first grade of elementary school, nonetheless there are problems in which several steps were used to solve them instead of one step.

The results also reflected that the focus in verbal mathematical problems on the area of numbers is more than in the area of geometry, in the ence of statistics and data areas.

In light of these results, the study recommends the diversification of mathematical problems in mathematics books for the first grade of elementary school by including non-routine problems to stimulate thinking among pupils, appropriate formulation, keeping away from unnecessary prolongation, focus on one step in solving mathematical problems, and inclusion of the area of statistics and data as simple mathematical problems; the study also suggests, the analysis of the mathematics books content to identify the nature of mathematical problems in other elementary stages and compare them with other countries.