مدى مساهمة منهج الرياضيات بالمرحلة الثانوية في بلوغ اهداف التربية السودانية

Abstract

Abstract This study aims at knowing how far the high school math. curriculum participates in achieving the Sudanese educational aims . It also aims at answering the following Questions : A ' 1- What are the Sudanese educational aims and the secondary level aims ? 2- What are the objectives of teaching mathematics in Sudanese secondary level? 3- To what extent aer the objectives of math. curriculum correlated to the objectives of the secondary level and those of the Sudanese education? 4- Are math. teachers in higher secondary schools, aware of goals of math. syllabus, at the high secondary school, and Sudanese education goals? 5-Is the math syllabus in the secondary school, able to achieve its goals ? 6- To what extent do math. teaching methods participate in reaching the math. syllabus goals in the secondary schools? 7- To what extent do the available educational aids participate in achieving math. syllabus goals in the secondary schools? 8- To what axtent does teachers evaluation to their students in math. subjects in the secondary schools participate in achieving math. goals in the secondary schools ? In this study, the researcher has used the descriptive analytical approjach so as to reach results from the information gathered from the sample of the research . The society of the study is composed of two groups : ' The first group comprises supervisors males and females of the subject matter of the in thesecondary schools Khartoum state that made a total of 19 supervisors. I i The second group comprises the supervisors of both gender of the math. subject for the in secondary schools the Khartoum state, that made a total of 606 teachers from both gender. the sample is composed of l6 supervisors from both gender of the math. subject in the secondary schools of the Khartoum state . Their choice has been done by using what is called general assembles. The sample also comprised 95 teachers of the both gender of the math. subject in the secondary scholols of the Khartoum state Their selection has been done at random, from the teacher population at the secondory schools of the Khartoum state . Based on the reguired information to be collecetd, the researcher has lfimited the tools of the study to the questionnaire and the observation . The First guestionnaire (a) was directed to the supervisors of both gender, and it was composed of the objectives of the math. syllabus and their relation to the objectives of the secondary level, and its relation to the Sudaneseeducaltion in addition to the sudanese educational aims . ; This questlionaire has been filled by 19 supervisors from both gender The second guestionnaire was directed to the teachers of both gender.'It was composed of 48 statennents and has been filled by 100 teachers. i concerning observation, it depended on ten lessons for ten teachers who constructed behavioural goals in their daily preparation book . I The responses were analysed for the first and the second guestionnaire by using X2 to know the significace among the frequences at 0.05 level and at 4 degrees of freedom . I I According to what is analysed and discussed, the study reached th following results: 1- Higher secondary leve goals are produced from Sudanese educational goals . I 2- Math syllabus goals in secondary school are produced from secondary level goals, consequently from Sudanese educational goals . I - 3- Math teachers in higher secondary level are well aware of the math. syllabus goals in higher secondary level . ' 4- Few of the math teachers in the secondary schools are aware of the Sudanese educational goals . ' 5-The math, content assists in achieving the prescribed math. syllabus goals . 6- The majority of math. teachers in higher secondary level use de'ductive approach and problem solving method for teaching maths. 7- Male and female teachers at the higher secondary level are ignorant of the inductive method of teaching . 8- There is a lack or shortage in educational aids which are needed toiachieve goals . 9- Maths teachers neglect the daily preparation of their lessons and even they don't attempt to describe proper behavioural goals and dont follow whother int is achieved or not. Also they don't care about student roles in achieving the behavioural goals . ' 10- Teachers of math in higher level participate in achieving math. syllabus _ ___goals. <’-‘"4 Iitvworth mentioning that phrasing of behavourial objectives is met,! with some diffculties by the majority of teachers . ‘