تربية - دكتوراة
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Item الصعوبات التي تواجه طلبة المرحلة الأساسية في حل المسالة اللفظية في مادة الرياضيات في محافظة قلقيلية وسبل تذليلها(جامعة النيلين, 2004) يحيى زكريا عبد الرؤوف جبرAbstract V This study has aimed at recognizing problem-solving difficulties. in mathematic for the basic stage students from the view of teachers, and during the implementation of achievement test on students. And also the recognizing of points weakness in problem-solving. Also this study aimed at recognizing the students attidudes. through mathematics and problem-solving, and how to over these difficulties of problem-solving inemathematics. The sample of the study consists of all mathematics teachers (male and female) at Qalqilia of directorate, (82) teachers (male and female), and (836) students (male and female), whom were selected by categorical random. , To achieve the purpose of the study, the researcher used three tools, designed by the researcher : 0 Teachers questionnaire which includes (23) items distributed on seven dimensions. Students questionnaire which includes (13) items distributed on for dimensions. 0 Four achievement tests concerning the problem-solving in mathematics (seven class, sixth class, fifth class and for the fourth . The validity of the tools was approved by assessment committee. The reliability coefficient was calculated for each of them by split- half method, (0.80) for the teachers, (0.78) for students, (0.88) for the test of the seven class, (0.91) for the test of the sixth class, (0.85) for the test of the fifth class and (0.82) for the fourth. To answer the question and to test the hypotheses of the study, researcher used descriptive and analytical statistical techniques such as means, standard deviation, T-test, One Way Anova and (L-S-D) ‘[6St. ' The result of this study showed that : 1- The results of teachers questionnaire showed that there is an effect for the dimensions (curriculum content, the way of problem constructions, students weakness, extra data, teachers, strategies, the administrable role of learning and education), on the difficulty of problem-solving a moving the basic stage students, and also the results showed no significant differences of teachers response (oc=0.05) on the questionnaire dimension due to gender, scientific qualification, teacher experience, except for curriculum content for all new teachers "less than five years" and old "more than 15 year". 2- The results of students questionnaire showed that students attitude were negative towards mathematics, also their attitudes were negative towards problem-solving. Also there were no significant differences in students responds on all questionnaire dimension due to gender at the level (oc=0.05). 3- Achievement tests results showed that there is an effect for "extra data, the type of math operation, the number of operations needed, the nature number in the problem, the way of problem construction, problem difficulty" on the difficulty of problem-solving a moving the basic stage students, and also there are no significant differences in the difficulty of problem- solving due to student sex a moving the basic stage students (from fourth to seventh) at the level (<>c=0.05). In the light of these results, the researcher recommended that ministry of education should change their point of view in the role of educational supervisor, and to focus on his work in the way that serve learning process, also it had to hold training cycles concerning problem-solving, to recognize the difficulties that faces teachers during explaining problems and suitable strategies to solve them. The researcher suggest further studies for dealing with the difficulties of problem-solving in mathematics on the basic stage students of high classes, and other studies on secondary students stage.Item تحليل وتقويم منهج الرياضيات للصف الثاني الثانوي العلمي بدولة الإمارات العربية المتحدة(جامعة النيلين, 2003) كمال محمد عبدالمجيد فرحاتAbstract This thesis aims at analyzing and assising the math syllabus of 2"“ scientific class in the UAE. Also it aims at detecting to which extent the syllabus achieves the objectives of teaching mathlin the secondary stage, and discovering the educational difficulties which face the delivery and how to overcome them. The researcher tries to get answers to the following key questions to analyze and assist the math syllabus: 0 To what extent does the math syllabus suit the nonns and standards that the study aims at from the viewpoint of inspectors, teachers and students? I What are the difficulties that face the syllabus delivery? I ls the allotted time enough for syllabus delivery? The researcher uses questionnaires, interviews and Logharithim analysis in math text book to collect data. After that, the researcher uses (SPSS) and (EXCELS) computer programs to calculate means, standard deviations and percentage. Also he uses independent (T- Test) to show statistical differences between means for two variables in the study. The researcher selects a random study sample of male and female inspectors, teachers and students from Abu-Dhabi, Al-Ain and Dubai educational zones. Conclusion 0 None of the math fields satisfies the acceptance level among subjects. 0 There are no statistical differences due to gender on the mean score of (0.05) among subjects. 0 There are mean statistical differences on the mean score of (0.05) among teachers and students related to job nature. ' (J) 0 There are mean statistical differences on the mean score (0. 2) to the used tools and activities among teachers and inspectors while no mean differences related to ‘other syllabus fields. I -There are no statistical differences on the mean score (0. 05) among teachers due to gender conceming the Syllabus delivery difficulties . . _ 0 Hard educational difficulties facing math Syllabus ' delivery are: 1. High number of lectures per teacher weekly. 2. High number of students in classes. 3. Lack of substitute teachers when some absent. 4. Weak relationships between teachers and student parents. 5. Low teacher salaries. V 6. Teachers don’t share in syllabus design. 7. Teachers can’t leave schools during the school day to do their urgent work. 8. Schools lack programs for talented and weak students. 9. Students have low motivation to learn math. 10. The syllabus is old and doesn’t match new progress and development l 1. Modem math tools are expensive. 12. The forms of math problem dealt with in the books lack deep creative thinking. 13. The syllabus lacks insurrections to help self-leaming. 14. Lack of different assessment styles. l5. Time doesn’t go with syllabus content.‘ 16. Lack of teacher clubs comparing other jobs.Item فاعلية الأنشطة الصفية في مادة الرياضيات وأثرها في تحسين أداء المعلم (المتدرب ) أثناء التربية العملية(جامعة النيلين, 2005) الصادق إبراهيم آدم علوانAbstract This research tackles the effectiveness of the class activities in mathematics, and its impact on the teacher’s {Trainee’s} performance, during the practical training period, in Aseer Province education management, in Saudi Arabia. The study aims at overcoming difficulties encounterd by the trainee teacher, towards improving his professional performance in mathematics teaching , by laying down strategy for class activities that enhance the students’ leaming process. Within the framework of the study , the researcher attempts to find answers to the following queries: 0 Are there any difficulties that obstruct the efficiency of class activities for trainee teacher? 0 Can the activation of class activities’ strategy have positive effect on mathematics learning , for elementary school pupils? 0 Can the activation of class activities’ strategy have positive effect on mathematics learning , for intermediate school students? To answer the first question, the researcher used the descriptive approach and adopted a sample of (30) headmasters of practical training schools, besides ( 50 ) mathematics teachers from the training schools, and (40) trainees to fill in questionnaires pertinent to problems that face trainees, and impede the efficiency of the class activities. The questionnaires were designed as per the following pivots : 0 Problems related to students. O Problems related to curriculum. 0 Problems related to trainee teachers. In answering questions two and three of the study, the researcher used an experimental sample of the study, and used experimental method. Sixteen trainees were randomly selected from the trainees . Eight of these trainees are of the elementary schools and the other eight are of the intermediate schools , accompanied by 496 of their students . 256 of the students are in the fifth grade elementary and 240 are in the second grade intermediate . The researcher subjected the students of the experiment to pre- test, on the units taught in the traditional method, before introducing experimental variable, and apost-test was repeated after the elapse of four weeks, within which counseling programme about class activities was to be applied for the students By the end of the specified period of the experiment the post —’ exam was held for students of the mentioned sample, and analysis of their marks was done, by using frequency tables, percentages and (T test). In addition to the results concluded from the questionnaires, the researcher reached the following results: ~ Most of the difficulties that encountered by the trainee are related to students , curriculum or trainee himself could be solved , by the cooperation of the trainee , the teacher of mathematics , the headmaster and the supervisor. 0 There are differences of statistical significance in math leaming of elementary students, at function level ( 0.01), that was attributed to activation of the strategy of the trainee’s class activities . Q There are differences of statistical significance in math leaming of intermediate students, at function level ( 0.01), that was attributed to activation of the strategy of the trainee’s class activities . 0 Distinction was achieved by the group for both elementary and intennediate stages, when the strategy " of class activities was applied on the group. Based on the results the researcher submitted several recommendations , the following are some : 0 The group of trainees and teachers in general, adopted activation of class activities strategy, for its positive effect on students’ learning. . Adoption of pre- and post-test method for every curriculum unit that has been studied , in order to keep information in the memories of students as long as possible. The trainee should be in the classroom from the start of the lesson so as to use the beginning of it in useful activities in general. The researcher also proposed conducting more researches about trainee teachers , using different experimental designs, in order to attain useful teaching methods for trainees and teachers in general. He also suggested to extend the period of practical training to strengthen the ties of the trainee with his students and school employees.Item مدى مواكبة محتوى رياضيات المرحلة الثانوية وطرق تدريسها للمحتوى وطرائق التدريس المعاصرة(جامعة النيلين, 2007) منال فارس سعد الله إبراهيمالمستخلص باللغة العربية: هدفت هذه الدراسة إلى معرفة مدى مواكبة محتوى رياضيات المرحلة الثانوية وطرق تدريسها للمحتوى وطرائق التدريس المعاصرة. وقد اتبعت الباحثة المنهج الوصفي الذي وظف في تحليل النتائج التي تم الحصول عليها من المعلومات التي جمعت من خلل استبانة وجهت إلى موجهي مادة الرياضيات موجه ً وموجهة تم اختيارهم باستخدام بالمرحلة الثانوية بولية الخرطوم والبالغ عددهم 29 ا .طريقة الحصر الشامل لمعرفة دللة t وقد تم تحليل استجابات الموجهين باستخدام النسب المئوية واختيار .الفروق بين التكرارات كما قامت الباحثة بتحليل محتوى كتب رياضيات المرحلة الثانوية بالسودان في ضوء مصفوفة المدى والتتابع لموضوعات الرياضيات المعاصرة المستخدمة في الدول . المتقدمة وقد تم تحليل كل فرع من فروع مادة الرياضيات التي يتم تدريسه لكل صف .من صفوف المرحلة الثانوية بالسودان :وعلى ضوء ما تم تحليله ومناقشته توصلت الدراسة إلى نتائج من أهمها أن منهج محتوى رياضيات المرحلة الثانوية بالسودان يحتوي على 74 %من -1 التطورات العلمية والتكنولوجية اللزمة المعاصرة في محتوى رياضيات الدول .المتقدمة أن طرق التدريس المستخدمة في تدريس الرياضيات بالمرحلة الثانوية -2 بالسودان تحتوي على 70 %في مراعاتها للمعايير التي تتبع في استخدام طرق .التدريس المعاصرة المستخدمة في الدول المتقدمة أحيان طرق التدريس ً يستخدم معلمو الرياضيات بالمرحلة الثانوية بالسودان ا -3 .%المعاصرة المستخدمة في الدول المتقدمة بنسبة 5.53 هناك مواضيع تضاف في مادتي الجبر والهندسة للصف الول الثانوي -4 .بالسودان لمواكبة ما توصلت إليه الدول المتقدمة في محتوى مادة الرياضيات هناك مواضيع تضاف في مادتي الهندسة والحصاء للصف الثاني الثانوي -5 بالسودان لمواكبة ما توصلت إليه الدول المتقدمة في محتوى مادة الهندسة .والحصاء هناك مواضيع تضاف في الهندسة الفراغية وفي مادة الحصاء للصف الثالث -6 .الثانوي بالسودان لمواكبة محتوى رياضيات الدول المتقدمة المستخلص باللغة النجليزية: This study aimed at knowing the extent to which the content and methods of teaching mathematics is coherent with modern contemporary contents and methods in the developed countries. The researcher adopted the descriptive methodology emphasizing the analytical approach. This was to analyze the results achieved from information collected through a questionnaire directed towards secondary school mathematic supervisors in Khartoum Province. Those were 29 male and female supervisors in total. Percentage were used to analyze the supervisors responses. T-test has been used to find out significant differences between frequencies. The researcher also carried out content – analysis for secondary schools mathematics text- books in the Sudan. That were carried out depending on a table designed to expose the extent and succession of contemporary mathematic topics in developed countries. Each branch of mathematic taught in every class in the secondary school has been analyzed. Some of the most important results reached from the analysis and discussions were: 1- The content of the mathematics taught in the secondary schools of Sudan comprises 74% of the contemporary technological and scientific developments found in mathematics of developed countries. 2- The teaching methods used in teaching mathematics in the secondary schools in the Sudan represent 70% in regard to considering the criteria followed by developed countries while using modern teaching methods. 3- Mathematic teachers in the secondary schools in Sudan sometimes use modern teaching methods used in developed countries. This has been found to amount statistically 53.5%. 4- There are some topics in Algebra and Geometry, should be added to already designed content of the first from in the secondary school in Sudan, to cope with what has been reached in the content of mathematics in the developed countries. 5- New topics in Geometry and statistics should be incorporated in the mathematics content of the second grade in the secondary schools in the Sudan to match the achievements of developed countries in mathematics. 6- It is necessary to incorporate new topics in Geometry of Space and statistics in the mathematics content of the third grade in the secondary school to catch –up with mathematic content of developed countries.