Badriyah Alzarhani*
Associate Professor, Department of Educational Sciences, College of Arts and Humanities, Jazan University, Saudi Arabia
Volume: 16 | Issue: 3 | Pages: 195-211 | September 2024-|-https://doi.org/10.54940/ep31217795-|-PDF
Received:-4/2/2023-|-Revised:-15/3/2023-|-Accepted:-1/5/2023
*Corresponding Author:[email protected]
Abstract
The aim of the current study is to evaluate the content of the developed mathematics curriculum for the third intermediate grade in the light of (NCTM) standards document related to the five content areas represented in: (Counting and operations - Algebra –Geometry –Measurement – Data analysis and Probabilities), and to develop a proposed vision of what should be included in the mathematics curriculum. In its procedures, the study relied on the analytical descriptive method. The study sample consisted of (37) lessons divided into (7) chapters. Findings revealed that the content of the developed mathematics curriculum for the third intermediate grade corresponded with the content standards of (NCTM) document in varying percentages and degrees. It ranged between highly compatible and low- existent. In the light of these findings, some recommendation and proposals were presented; reconsider the content of the mathematics curriculum for the third intermediate grade to enhance its strengths and remedy its weakness in accordance with the content standards of the (NCTM) document, and conduct a future study on evaluating the content of mathematics curriculum for other classes in the primary and secondary stages in the light of the (NCTM) standard document.
Keywords
Content evaluation of mathematics curriculum, the third intermediate grade, (NCTM) standards document.
How to Cite
Alzarhani, B. (2024) Content Evaluation of the Developed Mathematics Curriculum for the Third Intermediate Grade in the Light of (NCTM) Standards Document,-Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(3),-195-211.-https://doi.org/10.54940/ep31217795
License
1658-8177/© 2024-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of thehttps://creativecommons.org/licenses/by-nc/4.0/-