Values in the geometry and measurement unit of the Palestinian Grade six mathematics book
School textbooks affect the different aspects of students’ learning. One way that textbooks can affect students’ learning is through the values embedded in the texts. In the present research, we intend to study values in elementary school mathematics textbook. Specifically, we study values in the Ge...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
2021
|
| In: |
Journal of beliefs and values
Year: 2021, Volume: 42, Issue: 4, Pages: 523-536 |
| Standardized Subjects / Keyword chains: | B
Palestinian Arabs
/ Elementary school
/ Mathematics
/ School book
/ Knowledge communication
/ Ethics
|
| RelBib Classification: | KBL Near East and North Africa NCC Social ethics NCJ Ethics of science ZF Education |
| Further subjects: | B
textbook analysis
B Social Values B personal values B sixth grade B Values B Mathematics B epistemological values |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a School textbooks affect the different aspects of students’ learning. One way that textbooks can affect students’ learning is through the values embedded in the texts. In the present research, we intend to study values in elementary school mathematics textbook. Specifically, we study values in the Geometry and Measurement unit of the Palestinian Grade six mathematics book. This unit is comprised of five lessons. To analyse the unit, we use a classification model suggested by Sam and Ernest. In this model, Sam and Ernest consider values in mathematics education as consisting of three categories: epistemological, social and personal values. Analysing the unit, we found that the epistemological component was the most frequent in the unit, while the second was the personal component and the third was the social. Alertness in thought, discriminating and rationality had the highest percentages as epistemological values, importance had the highest percentage as a social value and open-mindedness had the highest percentage as a personal value. Correlations between pairs of values in each component showed two significant strong positive correlations, while the other significant correlations were relatively strong or moderate. Further research needs to study correlations between pairs of values, and how these pairs affect students’ learning. | ||
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| STB | 0 | 0 | |a Manuel scolaire,Mathématiques,Palestinien,Transmission du savoir,École primaire,École élémentaire,École élémentaire,Éthique,Éthique,Morale,Morale,Morale |
| STC | 0 | 0 | |a Escuela primaria,Libro escolar,Matemática,Palestinos,Transmisión del saber,Ética,Ética,Ética moderna |
| STD | 0 | 0 | |a Etica,Etica,Libro scolastico,Matematica,Palestinese,Scuola primaria,Scuola elementare,Scuola elementare,Trasmissione del sapere |
| STE | 0 | 0 | |a 伦理学,道德哲学,道德学,小学,教科书,数学,知识传授 |
| STF | 0 | 0 | |a 倫理學,道德哲學,道德學,小學,巴勒斯坦人,教科書,數學,知識傳授 |
| STG | 0 | 0 | |a Escola primária,Livro escolar,Matemática,Palestinos,Transmissão de saber,Ética,Ética |
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| STI | 0 | 0 | |a Δημοτικό σχολείο,Ηθική (μοτίβο),Ηθική,Μαθηματικά,Μετάδοση της γνώσης,Παλαιστίνιος,Σχολικό βιβλίο |
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| SYG | 0 | 0 | |a Elementarschule,Primärschule,Primarbereich,Primarschule,Primarstufe,Polytechnische Oberschule,Grundschulen , Reine Mathematik , Lehrwerk,Schullehrbuch,Schülerlehrbuch,Schulbücher , Kenntnisvermittlung,Wissenstransfer , Ethics,Moral,Morality,Moralphilosophie,Tugend,Wertethik,Ethische Theorie,Moral,Philosophische Ethik,Sittenlehre,Moralphilosophie |