تضمين المعرفة الرياضية بالرسائل العلمية و البحوث المنشورة في تعليم و تعلم الرياضيات : دراسة تقييمية

Abstract EN

This study aimed to assess the inclusion level of mathematical knowledge in scientific theses and research published in learning and instruction of math published in peer-reviewed Arabic scientific journals which were applied to the math curricula in general education in the Kingdom of Saudi Arabia during (2010-2019) years.

An analytical descriptive method and a content analysis card were used.

The study sample consisted of (116) scientific theses and research as (26) M.

Sc.

theses or Ph.

D.

theses and (90) published research.

The study revealed many results like There are eight research domains in learning and instruction of math.

There are variations between study numbers in each domain which were decently ordered as: Assessment of teacher's performance, math achievement, employment of teaching strategies and model, analysis of curricula of content, the using of techniques in content, processing of mathematical concepts, the improvement of teacher's performance and finally, the domain of content learning difficulties.

The relative weights of the inclusion of the processing of math content varied in the sample of studies in learning and instruction of mathematics sample.

For the scientific studies and research that included mathematical content contribute to the enrichment of the teachers' math knowledge in learning and instruction of mat, the results highly varied.

They were very high in the domains of achievement of mathematics and learning difficulty, high in the domains of using teaching models and strategies and math concepts processing.

They were medium in the domain curricula content domain and low in the domains of teacher's performance assessment and using techniques.

For the domain of improving teachers' performance, the studies did not include any content that enrich the teachers' mathematical knowledge.

The rate of studies that included content that contributes to enriching teachers' knowledge varied in each educational stage of the three educational stages.

Most of the studies' number were in the elementary stage then the number of the studies in the middle stage and finally the number of the studies in the secondary stage.

According to the previous results, the study presented related recommendations and suggestions