scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

scholarly journals Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt

2019 ◽  
Vol 21 (2) ◽  
pp. 139-154
Author(s):  
Shaimaa Abdul Salam Abdul Salam Selim
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Secondary School ◽  
Third Grade ◽  
Second Grade ◽  
Chemistry Curriculum ◽  
The Sustainable Development ◽  
The Third ◽  
School Year ◽  
Secondary Stage

Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.

scholarly journals Scientific values included in the book of physics for the third grade in the secondary stage in the Kingdom of Saudi Arabia: القيم العلمية المتضمنة في كتاب الفيزياء للصف الثالث بالمرحلة الثانوية في المملكة العربية السعودية

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Ebtisam Mohammed Hadi Al Qahtani
Keyword(s):  
Saudi Arabia ◽  
Third Grade ◽  
Kingdom Of Saudi Arabia ◽  
First Semester ◽  
The Third ◽  
Secondary Stage ◽  
Scientific Value ◽  
Physics Course ◽  
Book Values ◽  
Descriptive Method

This study aimed to identify the scientific values ​​included in the book of physics for the third grade secondary in the Kingdom of Saudi Arabia. In order to achieve the objective of the study, the researcher used the descriptive method through the method of content analysis, where the researcher prepared a criterion for analysis. The study community may be of all subjects listed in the physics book without exposure to the content of the exercises, introductions, indexes and images. The researcher concluded that the total frequency of the scientific values ​​included in the book of physics for the third grade secondary reached (521) scientific value, these frequencies varied in the first semester and the second semester of the book of physics for the third grade secondary, (14.2%) compared to other values, while the value of scientists as the lowest percentage (4.8%). The researcher also found the lack of the book of physics of scientific values ​​when linked to the objectives of education policy in the Kingdom of Saudi Arabia, and the objectives of the secondary stage, and the objectives of the physics course in particular, and showed that interest in scientific values ​​was closer to randomness and without prior planning of the scientific values ​​to be learned and focus on, The researcher presented a number of recommendations to develop the role played by the book of physics through the interest in including the scientific values ​​based on clear objectives taken by those who build the curriculum to suit the data of the age of knowledge and technology, Each regular and focus on scientific missing in the book values ​​by increasing replication.

scholarly journals The importance and constraints of using mathematics teaching and learning sites from the point of view of mathematics teachers in the middle stage in Riyadh: مدى أهمية ومعوقات استخدام مواقع تعليم وتعلم الرياضيات من وجهة نظر معلمات الرياضيات في المرحلة المتوسطة بمدينة الرياض

2017 ◽  
Vol 1 (8) ◽  
Author(s):  
Asma Nasser Al - Saeed - Amal Sulaiman Aldghaim - Samar Fahd
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Intermediate Stage ◽  
Point Of View ◽  
Educational Standards ◽  
Middle Stage ◽  
Evaluation Form ◽  
Riyadh City ◽  
Human Sample ◽  
Descriptive Method

The aim of this research is to find out the extent to which the mathematics teachers of the intermediate stage benefit from the teaching and learning sites of mathematics, and to find the most used sites by mathematics teachers, and then study and evaluate these sites in the light of technical and educational standards for educational sites. The researchers used two tools to collect the study information, a questionnaire to identify the extent to which they benefited from the learning and learning sites of mathematics, and an evaluation form to determine the extent to which these sites are subject to technical and educational controls. The researcher applied the research using descriptive method, with the sample of the research divided into two parts: a human sample of (14) teachers of mathematics for the middle stage in Riyadh city, the second was an electronic sample of (5) mathematical sites, the research concluded the importance of these sites for the parameters , And the evaluation form showed the availability of technical and educational standards in these sites. The research recommended the establishment of a database of these educational sites on the Internet, so that teachers can benefit from them, and the need for teachers, especially mathematics teachers, to understand the importance of these sites as an activity that serves the educational content.

scholarly journals Analysis of Algebra Content in Mathematics Books in the Third Grade to the Fifth Grade in Jordan in Light of the Standards of the American National Council of Mathematics Teachers

2019 ◽  
Vol 13 (9) ◽  
pp. 1
Author(s):  
Hamzeh Ahmad Abd-Alrohman Alqiam
Keyword(s):  
Mathematics Teachers ◽  
Third Grade ◽  
Fifth Grade ◽  
National Council ◽  
The Third ◽  
Basic Stage ◽  
Analysis Of Change ◽  
Level Of Understanding ◽  
Academic Year ◽  
Descriptive Method

This study aimed at analyzing the content of algebra in mathematics books in the third grade to the fifth grade in Jordan in light of the standards of the National Council of Mathematics Teachers (NCTM, 2000), In all aspects of the study for the academic year (2018/2019). The sample of the study included the axis of algebra in each book of this stage. To achieve this, the descriptive method was used through the method of content analysis. Lycartes averages. The highest scores in the third, fourth and fifth grade textbooks were for the criterion of analysis of change in different environments (1.84), while the lowest level of understanding of relations, patterns and functions was (0.90) And the use of mathematical models between these two grades. In light of these results, the researcher recommends that the criteria for the content of algebra should be considered in the basic stage books in the third, fourth and fifth grades.

scholarly journals Methods of Strength Development in Boys of Primary School Age Using Active Games

2016 ◽  
pp. 19-27
Author(s):  
С. І. Марченко ◽  
В. А. Іщенко
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Third Grade ◽  
Second Grade ◽  
Strength Development ◽  
School Age ◽  
Primary School Teachers ◽  
The Third ◽  
Effective Development ◽  
Primary School Age

The research objective is to analyze the effect of games on the dynamics of strength development in boys of the second-fourth grades. Research methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Research results. The paper addresses the feasibility of further scientific substantiation for the effect of the number of games, the number of repetitions, the intervals of rest and their interrelation on the change in the strength indicators for boys of primary school age. The study has revealed that strength development requires that the pupils of the second and the third grades perform four games, while the pupils of the fourth grade — five games. The number of repetitions for the pupils of the second grade is one and two, for the pupils of the third grade — two, and for the boys of the fourth grade — three, with 40-second intervals for rest. The most effective development manifests in the second and the fourth grades during 20 classes, and in the third grade —during 30 classes. After that, it is advisable to use other means. The game duration varies from two to five minutes. Conclusions. The results obtained during the experiment give reason to recommend that primary school teachers, coaches and parents use active games in physical education, sports training and individual motor activity of boys of primary school age. These games should aim at developing strength abilities, both purposefully and in complex with regard to the duration and pace (intensity) of their performance.

What arithmetic in second grade?

1962 ◽  
Vol 9 (5) ◽  
pp. 252-257,297
Author(s):  
Paul R. Neureiter ◽  
Marian Wozencraft
Keyword(s):  
Action Research ◽  
Primary Grades ◽  
School Curriculum ◽  
Third Grade ◽  
Second Grade ◽  
Intermediate Grades ◽  
The Third ◽  
Full Capacity

It. was the aim of the “action research” reported here first, to substantiate Brownell's assertions, and second, to make a conLribution to the development of a better rlementary-school curriculum by showing that arithmetic content can be redistributed between the primary and intermediate grades. For we believe that most elementary curricula overload the third grade with an excess of new topics while the children of the primary grades are not being occupied to full capacity.

Relation of Visual-Motor Skills and Reading Achievement in Primary-Grade Pupils of Superior Ability

1967 ◽  
Vol 24 (1) ◽  
pp. 51-53 ◽  
Author(s):  
Thomas M. C. Chang ◽  
Vivian A. C. Chang
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Grade Level ◽  
Primary Grade ◽  
Third Grade ◽  
Second Grade ◽  
The Third ◽  
Visual Motor ◽  
Relationship Of ◽  
The Relationship

Second and third grade pupils ( ns = 23, 27, 24, 26) of superior intelligence were dichotomized into subgroups on the basis of visual-motor development as measured by the Bender-Gestalt. Bender and WISC scores were significantly correlated with reading at the second grade level but not at the third grade. The relationship of reading to visual-motor development and the learning of other skills to read for this type of pupil is suggested.

scholarly journals Analysis Of The Chemistry Book For The Third Grade Medium On The Skills Of The 21st Century

2021 ◽  
Vol 12 (6) ◽  
pp. 1237-1246
Author(s):  
Asst. Prof. Dr. susan duraid Ahmed Et. al.
Keyword(s):  
21St Century ◽  
Teaching Methods ◽  
21St Century Skills ◽  
School Principals ◽  
Third Grade ◽  
The Third ◽  
Apply Research ◽  
Exploration Behavior ◽  
Academic Year ◽  
Grade Average

: The current study aims to analyze the content of the chemistry book for the third middle grade according to the skills of the 21st century for the academic year (2020-2021). To achieve this goal, a list of 21st century skills to be included in the chemistry book for the third grade was built after a series of literature, research and previous studies, as the 21st century skills tool was built with its main and sub-skills in its initial form consisted of (68) indicators distributed in three main groups and presented the list to a group of specialists in the field of curriculum and teaching methods, Thus the tool was formed in its final form of (59) sub-issue, and then analyzed the content of the chemistry book for the third grade intermediate in light of the tool skills of the 21st century and the analysis included three books in the reality (111) pages and adopted the explicit and implicit idea of a unit for recording and repetition, and the researcher found the sincerity of the analysis by presenting a random sample of analysis to a group of arbitrators and they agreed on the validity of the analysis Using the Holiste equation, stability was calculated in agreement with external analysts and with the researcher herself, and one of the most important findings of the researcher was that the chemistry book for the third grade average dissonance obtained a percentage (43.76%) By (658) repetitions    In the light of the results of the research, the researcher came up with a number of recommendations, including:-: 1 -Attention to the principle of integration between the topics of books and include them what is modern. 2 -Training teachers in educational and educational practices that lead to the development of all skills and development among learners by employing educational experiences and attitudes to apply research and exploration behavior using the skills of the 21st century. 3 -The need to conduct educational courses and workshops for teachers to increase their awareness of the importance of 21st-century skills.  . The researcher suggested completing this study several proposals, including:- 1-Study sing the level of awareness of 21st-century skills among teachers, supervisors, and school principals. 2-Study on the obstacles of developing the skills of the 21st century and developing proposed solutions.

scholarly journals A proposed proposal for the development of mathematics learning calendar for intermediate stage in Saudi Arabia in the light of alternative assessment strategies

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Nourah Awadh Al Asmari
Keyword(s):  
Saudi Arabia ◽  
Alternative Assessment ◽  
Mathematics Curriculum ◽  
Intermediate Stage ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Alternative Evaluation ◽  
Evaluation Strategies ◽  
Assessment Strategies

The present study aimed to identify appropriate alternative evaluation strategies for learning mathematics in the intermediate stage and the evaluation activities of each strategy. The study was applied to the descriptive descriptive method. The sample of the study consisted of the mathematics curriculum in the intermediate stage included in: (teacher's guides, assessment guides), the teacher's copy of the first, second, and third grades for the first and second semesters, For analysis, in accordance with the amended edition 1435 H / 2014. In addition to the alternative assessment strategies, which were designed after reviewing the studies on alternative evaluation strategies in the field of mathematics and the characteristics of middle school students, the tool was developed for the middle stage. The list consisted of thirty-two paragraphs. The process of analyzing the curriculum was carried out in three steps: First, a table was prepared containing the units included in the mathematics textbooks for the intermediate stage, the alternative evaluation strategies and the paragraphs of each strategy. Second: The results of the analysis are abstracted by calculating the frequency of each paragraph in the list and included in the mathematics curriculum in the form of descriptive quantitative analysis. Third: Calculate the frequency of each strategy and the percentage of the extent to which each alternative assessment clause is included in the mathematics curriculum. The results of the study were as follows: 1 The percentages of inclusion of the mathematics curriculum for the activities of the alternative evaluation strategies varied. The higher observation strategy was 28% in the first grade, 30% in the intermediate second grade, and 38% in the third grade. Paper and pencil assessment strategy, 12% lower in the average grade 1 curriculum, 13% in the intermediate second grade curriculum, and 11% in the average third grade curriculum. 2 There is convergence but not balanced in the level of inclusion of alternative assessment activities for all strategies in the mathematics curriculum of the intermediate stage. 3 - There are deficiencies in the inclusion of alternative assessment strategies and their activities in the mathematics curriculum for the intermediate stage, which means that they do not achieve the structural philosophy that calls for the elimination of tests in traditional form, and attention to the original calendar such as: files of achievement, interviews, self-evaluation, The study recommended the importance of the need for the attention of the planners and developers of mathematics curricula for the intermediate stage in the Kingdom of Saudi Arabia to find a kind of balance in the inclusion of these curricula alternative evaluation strategies, and the activities of each strategy.

Vreemdtalige Woorden

1979 ◽  
Vol 7 ◽  
pp. 156-173 ◽  
Author(s):  
Carolien Schouten
Keyword(s):  
Repeated Measures ◽  
Word List ◽  
Memory Systems ◽  
Third Grade ◽  
Second Grade ◽  
New Words ◽  
The Third ◽  
Exploratory Investigation ◽  
Enormous Number ◽  
Methodological Difficulties

Foreign language teaching implies learning an enormous number of words. The learning methods which are commonly used for this purpose, are still far from ideal. Serious psychological objections can be raised to learning isolated words. Presenting words in texts, however, does not guarantee that pupils will pay sufficient attention to the forms of the new words and to the ways in which these words are related to the text. A good retention of the new words requires that the traces of the words in memory are embedded in one or more meaningful memory systems. So there has to be created a situation in which the pupils will pay more attention to the relations between the new words and the text. In an exploratory investigation which was carried out by Prof. Eikeboom and the author, we have tried to obtain this situation by asking the pupils to guess the meaning of new words from the context. A hundred and six second and third grade pupils of a large suburban High School served as subjects in this study. They worked at a Dutch story in which a number of words had been replaced by quasi-words. Half of the subjects had to guess the meaning of the quasi-words from the context, the other half could look up the meaning of the words in the margin and in a word-list. The subjects were submitted to an immediate and a postponed vocabulary test. The hypothesis was that in particular in the postponed test the subjects in the guessing condition would have memorized more or at least as many words as the subjects in the'margin condition. This hypothesis was founded on the supposition that the guessers would have to work actively on the new words and their context, whereas the subjects in the margin condition would "substitute" the meaning of the new words whithout paying attention to the forms or the context of the new words. This hypothesis was partly confirmed, that is to say for the third grade classes, by means of an analysis of variance with repeated measures. An unexpected but interesting result was that the second grade classes differed significantly from the third grade classes in the guessing condition, but not in the margin condition. This may point to the instructability of using the context to guess the meaning of new words. Finally the three methodological difficulties which occurred in this investi-gation, are discussed. These difficulties refer to: 1) the guessing ability of the subjects, 2) the necessity of confirmations in the guessing condition, and 3) the factors which influence the possibility to guess the meaning of words correctly .

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