مدى توافق منهج كتاب الرياضيات للصف الخامس الإبتدائي مع المعايير الرياضيات العالمية العالمية )‎2000,NCTM)‎

الملخص EN

The aim of the research is to identify the extent to which the mathematics textbook for the fifth grade of primary school is compatible with international mathematics standards (NCTM, 2000).

Specifically, try to find answers to the following questions: 1.How compatible is the curriculum of the fifth grade mathematics textbook with international mathematics standards (NCTM, 2000)? 2.To what extent does the fifth grade math textbook syllabus (after content) comply with international mathematics standards (NCTM 2000)? 3.To what extent does the curriculum of the fifth grade math textbook (after operations) comply with international mathematics standards NCTM, 2000)? The content analysis method was adopted based on international mathematics standards (NCTM, 2000), for the curriculum of the fifth grade textbook in two dimensions (content - operations), the analysis tool was prepared and its validity and reliability were ensured.

1.The curriculum of the mathematics textbook for the fifth grade of primary school in its two dimensions (content - operations) is completely incompatible with international mathematics standards (NCTM, 2000).

2.The content of the mathematics textbook for the fifth grade of primary school is completely incompatible with international mathematics standards (NCTM, 2000).

3.The operations of the mathematics textbook for the fifth grade of primary school are completely incompatible with international mathematics standards (NCTM, 2000).

4.The number and operations within the content dimension represent 32% of the mathematics textbook curriculum for the fifth grade of primary school.

5.Geometry within the content dimension represents 13% of the mathematics textbook curriculum for the fifth grade of primary school.

6.The analysis of data and probability within the content dimension represents 14% of the mathematics textbook curriculum for the fifth grade of primary school.

7.Problem solving within the operations dimension represents 26% of the mathematics textbook curriculum for the fifth grade of primary school.

8.Logical thinking and proof within the operations dimension represents 5% of the mathematics textbook curriculum for the fifth grade of primary school.

9.The communication within the operations dimension represents 10% of the mathematics book syllabus for the fifth grade of primary school From the conclusions of the research, the researcher recommends the following: 1.The need for attention by those responsible for writing the mathematics curriculum for the fifth grade of primary school in conformity with the international mathematics standards (NCTM, 2000).

2.Amending the syllabus of the mathematics textbook for the fifth grade of primary school and including a larger percentage of the operations dimension.

3.Inclusion of geometry (after content) in the mathematics textbook curriculum in a greater proportion.69 4.Including problem solving (after operations) in the mathematics book curriculum for the fifth grade of primary school with a greater percentage.

5.Inclusion of communication (after the operations) in the curriculum of the mathematics book for the fifth grade of primary school with a greater percentage.