An Analysis of the Mathematics Book for the Tenth Grade in light of the Principles of Quality Mathematics Textbooks (NCTM) from the point of view of Mathematics Teachers in Jordan.

Abstract

This study aimed to identify the analysis of the mathematics book for the tenth grade in the light of the principles of school mathematics (NCTM) , the study dealt with the principles of: (curriculum, teaching, learning) from the point of view of the tenth grade mathematics teachers in Jordan, and the study tried to answer the main question: What is the degree of evaluation of the Quality of the Mathematics Book for the Tenth Grade in light of the principles of school mathematics (NCTM) from the point of view of Mathematics Teachers in Jordan?, the following two main questions emerged from this main question: (1) What is the degree of quality assessment in mathematics textbooks in terms of achieving NCTM school mathematics principles (curriculum, teaching, and learning) from the viewpoint of mathematics teachers in Jordan? (2) Are there statistically significant differences (at the α = 0.05 level) in the degree of assessing quality levels in mathematics textbooks that may be attributed to variables such as: gender, educational qualification, number of years of experience? The study tool was a questionnaire consisting of (30) items representing in their entirety the three principles(curriculum, teaching, learning), Tool Validity and Stability were calculated, and the study sample consisted of (124) teachers from mathematics teachers for the tenth grade in schools affiliated to the Directorate of Special Education in the Capital
Amman. Where the results of the study showed about the first question: estimates are limited to medium responses, high responses in their evaluation of the principles of quality in mathematics books which indicates the high availability of quality principles in this book
Upon answering the second question, the study showed that there is a statistically significant effect in all the axes of the study (curriculum, education, and learning) due to the gender variable and the number of years of experience in favor of females, and there are no statistically significant differences that can be attributed to the scientific qualification variable. The researcher recommended the necessity of training mathematics teachers on how to teach using modern mathematics books, and the necessity of organizing the content of books in line with the principles and standards of school mathematics.