The level of including digital literacy skills in the mathematics textbook for the first intermediate grade in KSA: مستوى تضمين مهارات الثقافة الرقمية في كتاب الرياضيات للصف الأول متوسط في المملكة العربية السعودية

The study aimed to investigate the level of inclusion of digital literacy skills in the mathematics book for the first intermediate grade in the Kingdom of Saudi Arabia, and to achieve the objectives of the study, the descriptive analytical approach (the method of content analysis) was used, and the tool used in the analysis was a content analysis card consisting of (12) indicators. They are divided into three main axes (information literacy skills, media literacy skills, technology and communication culture skills). As for the research community and its sample, it consisted of a mathematics book for the first intermediate grade for the first and second semesters of 1442 AH, and the study concluded that the level of inclusion of mathematics books for the first grade is intermediate for cultural skills As a whole, digital skills came at a low rate (20.1%), as the skill in the mathematics book for the first semester was (24.5%), while the percentage of availability in the mathematics book for the second semester was (15.69%). Recommendations that curriculum designers should pay attention to embedding digital literacy skills in mathematics books for general education stages so that they contribute to providing learners with digital literacy skills, spreading awareness of the media and digital literacy skills in the educational field for students, mathematics teachers and parents, in addition to preparing training programs that help mathematics teachers to include digital literacy skills during lesson planning.

The level of inclusion of 21st Century Skills in mathematics book for the second intermediate grade in the Kingdom of Saudi Arabia, in light of the mutual dimensions of the Education and Training Evaluation Commission.

The research aims to identify the level of including the twenty-first century skills in mathematics book for the second intermediate grade in the Kingdom of Saudi Arabia, in light of the mutual dimensions of the Education and Training Evaluation Commission. The research used the descriptive and analytical approach, and its tool was a content analysis card consisting of (30) indicators, they are divided into six (6) main axes, and the research community and its sample are from the mathematics book for the second intermediate class for the two semesters: (first and second) in the Kingdom of Saudi Arabia, edition (1441 / 2019), and the results of the research showed the following: -The percentage of inclusion of twenty-first century skills in the mathematics book for the second intermediate grade as a whole is (38.44%), with an average degree of inclusion. - The percentage of including the skill of critical thinking and problem solving in the mathematics book for the second intermediate grade was (87.48%) with a high degree of inclusion; It was available in the first semester by (83.39%), and in the second semester it was (91.90%) with a high degree of inclusion in both semesters. - The percentage of inclusion of the creative thinking skill in the mathematics book for the second intermediate grade was (49.95%) with a moderate degree of availability, as it was available in the first semester by (53.83%), and it was available in the second semester at a rate of (45.76%) with an average degree of inclusion in both semesters. - The percentage of inclusion of communication skill in the mathematics book for the second intermediate grade was (34.93%) with an average degree of availability, as it was available in the first semester at a rate of (39.39%) with an average degree of inclusion, and it was available in the second semester at a rate of (29.93%) with a low degree of inclusion. - The percentage of including the skill of using technology in the mathematics book for the second intermediate grade was (16.39%) with a low degree of inclusion; Where it was available in the first semester by (16.90%), and in the second semester it was (15.98%) with a low degree of inclusion in both semesters. - The percentage of inclusion of the self-learning skill in the mathematics book for the second intermediate grade was (25.72%) with a low degree of inclusion; Where it was available in the first semester by (23.13%), and it was available in the second semester by (28.21%) with a low degree of inclusion in both semesters. - The percentage of including the skill of cooperation and social participation in the mathematics book for the second intermediate grade was (16.17%) with a low degree of inclusion; Where it was available in the first semester by (13.81%), and it was available in the second semester by (19.23%) with a low degree of inclusion in both semesters.

The Extent of Inclusion (TIMSS-2019) Standards of Mathematics Book Scheduled for the Fourth Grade Students in Jordan from Maths Teachers’ Point of View for the Fourth Grade Students

This study was conducted to find out the Extent of Inclusion (TIMSS-2019) Standards of mathematics book scheduled for the Fourth Grade Students in Jordan from Maths teachers’ point of view for the Fourth Grade Students. The study sample consisted of 300 Maths teachers for the Fourth Grade Students in Mafraq governorate. This study used the descriptive methodology. To this study, the researcher has prepared a list of criteria (TIMSS-2019) to be included in the mathematics book scheduled for the Fourth Grade Students in Jordan, and then organized these standards in the form of a questionnaire consisting of two dimensions are (content and knowledge) emanates from each of them (3) domains and under them (43)  sub-standards criteria  from (School Mathematics Assessment frame work,TIMSS-2019 ).The researcher then turned this list into a questionnaire which describing the final degree of inclusion of the six areas, to find out the Extent of Inclusion Standards of mathematics book scheduled for the Fourth Grade Students in Jordan. The scale validity and reliability were verified. The study results showed that the percentage of the Extent of Inclusion (TIMSS-2019) Standards of mathematics book scheduled for the Fourth Grade Students in Jordan from Maths teachers’ point of view for the Fourth Grade Students was medium and a general percentage of (66)%.