تحليل وتقويم محتوي منهج الرياضيات للصف الثالث الثانوي بجمهورية السودان

Abstract

ABSTRACT This study aimed at the analysis and evaluation of the mathematics syllabus, for the third class of the secondary stage in Sudan. This syllabus was applied in the school year 2002- 2003. The purpose is to know the extent of its consideration of the standards of choosing the content and the extent of its achievement of the objectives of the teaching of mathematics, its consideration of the standards of choosing the content and the basis of the regulation of such content and its coping with the scientific developments. The researcher adopted the descriptive-analytic approach, to know the extent of the efiicacy of the content of the mathematics syllabus for the third class of the secondary stage questions, accordingly, were directed to the experts of teaching mathematics in the Sudanese universities and the technical supervisors of the secondary stage Also, a questionnaire was prepared for the mathematics teachers in the secondary stage. Then, the content was analyzed, to obtain the required results. ’ The research population included the teachers of the secondary stage at Omdurman province, who teach the content of the mathematics syllabus at the third class of the secondary stage. Likewise, it included the technical supervisors of he mathematics subject in the secondary stage at Omdumtan province. In addition. The mathematics specialists, the mathematics syllabuses and teaching methods experts in the Sudanese universities in Khartoum, together with one of the designers and reviewers of the content of the mathematics syllabus for the third class of the secondary stage, were consulted. The sample of (90) male and female teachers, seven technical supervisors, a designer of the first text book and who reviewed the second book, five mathematics specialists and for experts in mathematics syllabuses and teaching methods was randomly selected. After the collection of data and obtaining the information required, these were entered into the computer, to conduct the required statistical processes. After ht3c completion of the analysis and discussion process, the researcher reached the following findings :- 1- The content is genuine, because it copes with the contemporary knowledge, observes the new directions in building content, supplies students with ample mathematical information and develops the understanding of the various mathematical skills. 2- It achieves the objectives of teaching mathematics in the secondary stage The content leads to continuity and follow-up, it suits the students abilities, observes their attitudes, achieves their wishes and helps them solve the problems of the other subjects. The content observed the selection standards, the basis for organization and the modern tendencies in the constnrct of the mathematics syllabus. The content observed the gradation from the easy, to the unknown, from the tangible to the abstract, from the direct to the indirect, the connection between the content of the second class and the third class, observes the need of the other subjects to mathematics and operates for the increase of the motivation to leam amongst students. The content does promote the ability for research, investigation and discovery amongst students. This is because the mathematical formulae and concepts are expose ready-made to the student, who has to learn them by heart. The teaching methods, avail the student to participate in lessons, suit the mental level of students, assist in understanding and absorption, do not observe individual differences amongst students and do not avail pupils of the opportunities of self- learning. The teaching aids of the content, do not suit the objectives and the utilized teaching methods. The educational technologies are not used in teaching content. The Sudan Examinations certificate in the mathematics subject is not characterized by the conditions and specifications of the good examination. The time element is not enough for teaching the content. The mathematics teachers in the secondary stage heed urgent, sufficient and continuous training sessions, so that they may teach the content with high efficiency. The non-experimentation of the mathematics syllabus for the third class of the secondary stage, before approving its application, contributed to the none achievement of its objectives. In accordance with these findings, he researcher recommends the following :- l- The preparation of a teacher's guide, for the content of the mathematics syllabus, for the third class of the secondary stage. This may include the objectives, the teaching metod of mathematics, the educational activities and aids, the techniques and tools of evaluation and the most important references which assist the teacher. The preparation of ( Compact Disks ) (CD5) for the contents of the mathematics syllabus of the third year of the secondary sage. The inclusion of the teaching objectives of the content, at its inception. Linking the content with the student's environment. The specification of content for the scientific stream, which shall be taught at the rate of 6 periods per week. The specification of content for the arts stream, which shall be taught at the rate of 5 periods per week. Setting exercises for educational activities at he beginning of etch lesson, auto-tests at the end of each class and adding of answers to the exercises of the content in the textbook. Coring for technical guidance and counseling for the mathematics teaches in the secondary stage. The correction of language, printing and scientific mistakes in both the first and the second books, which amounted to 470 mistakes in the first book and 591 mistakes in the second book. lO- Observing the economic conditions ofthe teacher. ll- The use of the sources of leaming and the technologies of education in teaching the content of the mathematics syllabus in the secondary stage.