مهارات التفكير التأملي المتضمنة في كتاب الرياضيات للصف الأول المتوسط

Abstract EN

The current research aims to know the extent to which reflective thinking skills are included in the content of mathematics books for the first intermediate grade, and in order to achieve this goal, the researcher used the descriptive analytical approach for adequacy the nature of the research goal.

Using the Holsti equation to calculate the reliability of the analysis by agreement between external analysts and the researcher herself over the time factor.

The results, using frequencies and percentages, revealed the following conclusions: 1.

The content of the book mathematics, parts (first and second) of the first intermediate grade was a positive level for their inclusion of reflective thinking skills when compared with the criterion percentage of referees.

2.

Focusing the content of the mathematics book (first and second parts) for the first intermediate grade on skills (meditation and observation, reaching conclusions, giving convincing explanations and developing suggested solutions).

3.

Weak interest in the skill of (detecting fallacies) in the first part, as it was in small percentages.

4.

Neglecting the content of the second part of mathematics book for the first intermediate grade, for skill (detecting fallacies).

In light of the research results, the researcher recommends the following: 1.

Taking into account the balance in the ratios of including reflective thinking skills in the course content as a skill over other skills.

2.

Giving more attention to reflective thinking skills, especially those that have received little attention as skills: detecting fallacies 3.

Pay attention to the skills that were neglected and work to include them in the content of the mathematics book.

4.

Holding training courses for mathematics teachers through which they increase their awareness of the importance of analyzing the mathematics they teach according to reflective thinking skills, and then train them to develop those skills among students, as it is one of the goals of teaching mathematics for all educational stages.

The researcher suggested several suggestions for conducting subsequent research.