Analysis of 10th Grade Mathematics Textbook and Teaching Guidelines based on Context-based Mathematics Approach

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SHEYKHOLESLAMI H.; AHMADI GH.A.; ASSAREH A.; REYHANI E.

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Paper Information

Journal: JOURNAL OF THEORY AND PRACTICE IN CURRICULUM Year:2019 | Volume:7 | Issue:13 Page(s): 79-110

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Information Journal Paper

Title

Analysis of 10th Grade Mathematics Textbook and Teaching Guidelines based on Context-based Mathematics Approach

Author(s)

SHEYKHOLESLAMI H. | AHMADI GH.A. | ASSAREH A. | REYHANI E. | Issue Writer Certificate

Keywords

content analysisQ2

context-based mathematics approachQ1

secondary school's 10th grade mathematics bookQ1

teaching guidelineQ1

Abstract

The aim of this research is to investigate the components of context based on mathematics approach in secondary school curricula. For this pupose content analysis was used as the appraoch. The corpus of this research was the 10th grade mathematics textbook in Iran academic year of 2016-17. The tool in this research was content analysis form with regard to context-based mathematics approach. The data obtained from content analysis forms were quantitatively characterized (frequency tables and percentages) and analyzed. The Shannon entropy analysis method was also used to determine the effects of the four components of the contextbased approach, including being practical, realistic, relevant to the student's daily life experiences and openness in designing the textbooks and the teaching guideline of the 10th grade mathematics textbook of the humanitarian major. Then, these issues were addressed at a deeper level with an emphasis on the four components of qualitative content analysis. The validity of the research tool was approved by five faculty members of major universities in curriculum and mathematical education. William Scott's method was utilized to ensure the reliability of the content analysis form. The findings indicated that the degree of attention and involvement parameters and the coefficient degree of importance for the context-based mathematics approach of each component were very low, and hence the contents of 10th grade mathematics textbook were not adapted to the context-based mathematics approach principles.

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APA: Copy

SHEYKHOLESLAMI, H., AHMADI, GH.A., ASSAREH, A., & REYHANI, E.. (2019). Analysis of 10th Grade Mathematics Textbook and Teaching Guidelines based on Context-based Mathematics Approach. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, 7(13 ), 79-110. SID. https://sid.ir/paper/241868/en

Vancouver: Copy

SHEYKHOLESLAMI H., AHMADI GH.A., ASSAREH A., REYHANI E.. Analysis of 10th Grade Mathematics Textbook and Teaching Guidelines based on Context-based Mathematics Approach. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM[Internet]. 2019;7(13 ):79-110. Available from: https://sid.ir/paper/241868/en

IEEE: Copy

H. SHEYKHOLESLAMI, GH.A. AHMADI, A. ASSAREH, and E. REYHANI, “Analysis of 10th Grade Mathematics Textbook and Teaching Guidelines based on Context-based Mathematics Approach,” JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, vol. 7, no. 13 , pp. 79–110, 2019, [Online]. Available: https://sid.ir/paper/241868/en

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