تقويم منهج الرياضيات للصف الاول الثانوي في ضوء مهارات التفكير المنتج من وجهة نظر مشرفي و مشرفات و معلمي و معلمات الرياضيات للمرحلة الثانوية بجدة

الملخص EN

This study aimed to identify the productive thinking skills required to be available in the mathematics curriculum for the first grade of the secondary stage, and to identify the level of inclusion in the mathematics curriculum for the secondary stage on productive thinking skills, as well as to identify the level of inclusion in the mathematics curriculum for the secondary stage on productive thinking skills from the point of view of male and female supervisors.

and male and female teachers of mathematics at the secondary stage in Jeddah.

the study also aimed to identify the differences between the point of view of the sample members about determining the degree to which the mathematics curriculum for the secondary stage includes productive thinking skills according to the following variables: gender, academic qualification, nature of current work, and teaching experiences.

the researcher used the descriptive approach, in both its survey and analytical parts, and the sample of the analytical study consisted of all the topics that were mentioned in the mathematics books for the secondary stage of the grade (the first scientific secondary) in its two parts, the first and second semester, which are prescribed for secondary school students in the kingdom of Saudi Arabia for the academic year (1442-2021 AD), the sample of the survey was also selected for the participants, including male and female supervisors, male and female teachers of mathematics for the secondary stage, who numbered (328) in the city of Jeddah.

in this study, a content analysis card was used for a list of productive thinking skills that should be available in the mathematics curriculum for the secondary stage, as well as an evaluation questionnaire addressed to male and female supervisors and teachers.

mathematics teachers at the secondary stage, and the results of the study showed that the average percentage of the inclusion of productive thinking skills in the mathematics curriculum for the secondary stage of the first grade was average at (34.28%).

for secondary school students in the kingdom of Saudi Arabia on thinking skills the product is (58.8%) with a medium degree, and the percentage of including critical thinking skills is (67.3%) with a medium degree, and the percentage of including creative thinking skills is (50.3%) with a low degree, from the point of view of the sample members of supervisors, supervisors, male and female mathematics teachers for the secondary stage in the city of the results of the study also confirmed the existence of a large agreement between the results of the analysis of the mathematics curriculum at the secondary stage and the results of the analysis of the questionnaire data from the point of view of supervisors, male and female teachers of mathematics at the secondary stage, about determining the degree of inclusion of productive thinking skills in the mathematics course at the secondary stage.

there are statistically significant differences at the level of significance (0.05) between the point of view of the sample members of teachers and supervisors about determining the degree to which the mathematics curriculum for the secondary stage includes productive thinking skills due to the variable (gender, academic qualification, teaching experience), with statistically significant differences at significance level (0.05) between the point of view of the sample members of teachers and supervisors about determining the degree to which the mathematics curriculum for the secondary stage includes creative thinking skills (KD).

overall score, and as sub-dimensions : originality skill, flexibility skill, sensitivity to problems skill, fluency skill) attributed to the variable (the nature of the current work), and the differences were in favor of the supervisors.

as well as the presence of statistically significant differences at the level of significance (0.05) between the point of view of the sample members of teachers and supervisors about determining the degree to which the mathematics curriculum for the secondary stage includes critical thinking skills as a total degree, and as sub-dimensions (interpretation skill, deduction skill, assumptions prediction skill, elicitation skill) attributed for the variable (the nature of the current work), the differences were in favor of the supervisors.

in the light of the research results, the researcher presented a set of recommendations and proposals.