تحليل وتقويم منهج الرياضيات للصف الثاني الثانوي العلمي بدولة الإمارات العربية المتحدة

Abstract

Abstract 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.