الوضعية المشكلة و مدى إدراجها في الكتاب المدرسي

Abstract EN

The aim of this study is, to identify the extent to which mathematics textbooks for the second year of primary education respect the requirements of the curriculum namely the Competency-Based Approach, focusing on the aspect of the problem situation.

The textbook was evaluated using the descriptive analytical approach by applying an analysis form, examining the extent to which problem situations were included in the content of the textbooks, and then calculating the mean, including the ranking of categories.

An ence of problem situations has been reached, and the mean of which is very low.

The situations listed in the textbooks are simple onesthat do not contain an obstacle that is difficult for the learner to overcome, do not relate to his reality and do not give him opportunities to explain his quest and to justify his choices to answer the problem that needs to be solved.