تقويم تنظيم محتوى كتب الرياضيات للصفوف : (السابع، و الثامن، و التاسع)‎ الأساسية في (فلسطين)‎، في ضوء نظريات التعلم و التعليم المعرفية

الملخص EN

This research aimed at knowing the averages of the teachers' evaluative estimations for the organization of the content of the mathematics textbooks of the 7th, 8th and 9th grades in the light of the cognitive teaching and learning theorems.

To achieve this purpose, the researcher prepared a questionnaire involved criterions of the organization of the content which are devised from the cognitive teaching and learning theorems, and was implemented at 185 teachers.

The results showed that there isn't significant differences between the averages of the teachers' evaluative estimations for the three textbooks.

These evaluative estimations were convergent, where these averages reached (3.11-62 %), (3.17-63 %), 3.32-66 %) for the textbooks of the 7th, 8th and 9th grades at succession, and these estimations were intermediate.

It meant that the teachers were not contented about the three textbooks.

Also, the results showed that the three textbooks suffer from the weakness of deference the ground development of learners and their needs, and the weakness of relating the content with there disposition and interests, and the weakness of relating the content with the content of the textbooks of another subjects matters.