Abstract:
This study aimed to identify the range to which the mathematical concepts included in mathematics textbooks in the Palestinian curriculum for the main stage (6 - 8) to standards of the American National Council for Teachers of Mathematics NCTM, from two sides ,a first aspect is the availability of mathematical concepts emanating from the standards NCTM in the mentioned stage books in five levels: numbers, measurement, geometry, algebra, statistics and probability, The second represents the identification extent to which the views of mathematical concepts in these books and how they provide students with the standards of NCTM for mathematical concepts in ways that offer in school mathematics textbooks. The problem of the study is represented in the next major question : " How extent to Which Mathematical Concepts are Compatible in Mathematics Textbooks at the High main Stage of Palestine to Standards of NCTM ? " And has emerged from this question the following sub-questions : 1. What mathematical concepts contained in the books of the main stage (6 - 8) ? 2. What mathematical concepts that must be included in the books of the main stage (6 - 8) in the light of NCTM standards ? 3. What are the availability of mathematical concepts emanating from the NCTM standards in the books of the main stage (6 - 8) ? 4. What are special the NCTM standards on methods of mathematical concepts displayed in the textbook ?. 5. What is the availability of special NCTM standards for mathematical concepts in ways that display in the books of the main stage (6 - 8)? 6. Are there any statistically significant differences in the availability of NCTM standards for mathematical concepts in ways that offer due to the variable grade (sixth, seventh, eighth) ? And has emerged from the third , the fifth and the sixth questions the following hypothesises : 1.The availability of mathematical concepts emanating from the NCTM standards in the books of the main stage (6 - 8) is acceptable to medium . 2. the availability of special NCTM standards for mathematical concepts in ways that display in the books of the main stage (6 - 8) is acceptable to medium. 3. There isn't any statistically significant differences in the availability of NCTM standards for mathematical concepts in ways that offer due to the variable grade (sixth, seventh, eighth) . The researcher follow the Descriptive Analytical Approach because it’s the most suitable approach for this study , and he has prepared three tools for the study to answer the previous questions and to ensure the truth of the hypothesises , and these tools are : an analysis of the content, the list of mathematical concepts emanating from the standards of NCTM and questionnaire for targeted teachers on the ways of displaying mathematical concepts in the content of books under the study phase, and it has been confirmed validity and stability of the study tools. And after the application of tools, the study found the most important results: - Available mathematical concepts emanate from the NCTM standards in the books of the main stage (6 - 8) by (83%), and it is a high degree. - The existence of deficiencies in the availability of mathematical concepts which emanate from the NCTM standards in the algebra and geometry levels . - The degree of the availability of special NCTM standards on methods of mathematical concepts displayed in the books of the main stages (6 - 8) estimates the rate of teachers (64.95%); and this ratio is acceptable to medium. - The focus was in the books of stage (6 - 8) to learn the skills and procedures at the expense of conceptual learning. The study had a number of recommendations including: - Work to develop curriculum standards for mathematics in Palestine based on international standards, especially standards of NCTM. - Paying attention to mathematical building in the curricula of mathematics, and especially the mathematical concepts, which are the basis of this construction. - Work to diversify the procedures, strategies and methods which offered by the textbook in its introduction of the mathematical concepts, including commensurate with the NCTM standards on the methods of display.