تصور مقترح لدمج منحى STEM في مناهج الرياضيات للمرحلة الأساسية العليا في فلسطين
Date
2026-08-08
Authors
نفين محمد سعيد حماد
Niveen Mohammad Sa’eed Hammad
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds Univeersity
Abstract
هدفت هذه الدراسة بناء تصور لدمج منحى(STEM) في مناهج الرياضيات للمرحلة (5-9) في فلسطين، اعتمدت الباحثة المنهج الوصفي التحليلي منهجا لدراستها لمناسبته لغرض الدراسة، تكون مجتمع الدراسة من جميع مقررات الرياضيات للصفوف (5-9) في فلسطين الطبعة (/20242025) وعددها (10) كتب، بالإضافة إلى عينة من مشرفي الرياضيات والخبراء في منحى STEM والبالغ عددهم (8) أفراد. ولتحقيق أهداف الدراسة، طورت الباحثة بطاقة لتحليل المحتوى مستمدة من الأدب التربوي ذي الصلة، وتكونت من 35 مؤشرا موزعة على سبعة معايير. كما بنت أداة مقابلة مكونة من تسعة أسئلة، وتم التحقق من صدق الأداتين وثباتهما باستخدام الإجراءات العلمية المناسبة. ثم حللت الباحثة وثيقة الخطوط العريضة لمنهاج الرياضيات وكتب الرياضيات باستخدام بطاقة تحليل المحتوى.
وأكدت نتائج المقابلات مع الخبراء أن منهاج الرياضيات يمتلك قاعدة معرفية صلبة تصلح أساسا لدمج (STEM) لكنها لم تتحول بعد إلى بنية تكاملية منهجية ، هذا ما أكدته نتائج المقابلات مع خبراء (STEM)، وقد اتضح أيضا أنه لا يظهر توزيع المعايير عبر الصفوف تدرجا رأسيا منتظما، حيث حصل معيار "تعلم المحتوى الدقيق للعلوم والتكنولوجيا والهندسة والرياضيات" على أعلى نسبة وهي (72.94%) في وثيقة الخطوط العريضة لمنهاج الرياضيات بينما حصل معيار "التعاون بوصفه فريق (STEM) واستخدام التكنولجيا وتطبيقه بصورة استراتيجية" على نسبة (0%). أما بالنسبة لتوزيع تكرارات معايير (STEM) بحسب عناصر الكتاب فقد حصل كل من الأنشطة والتقويم على أعلى النسب. وبالنسبة لتوزيع المعايير حسب الصف الدراسي فقد حصل الصف الثامن الأساسي على أعلى نسبة وهي (26.36%)، ويليه الصف التاسع بنسبة (22.59%)، ومن ثم الصف الخامس بنسبة (20.21%)، وفي المرتبة قبل الأخيرة حصل الصف السادس على نسبة (17.59%) وأخيرا جاء الصف السابع في المرتبة الأخيرة بنسبة (13.25%). وبناء على النتائج السابقة تم بناء تصور مقترح لدمج ( STEM) في مناهج الرياضيات للصفوف (5-9)، وتم عرض التصور على مجموعة من خبراء (STEM) العاملين في وزارة التربية والتعليم. خلصت الدراسة إلى مجموعة من التوصيات أبرزها اعتماد إطار وطني لدمج (STEM) في منهاج الرياضيات يحدد المفاهيم والممارسات ومستويات الأداء والأدوار الوظيفية للعلوم والتكنولوجيا والهندسة والرياضيات، وكذلك إعادة صياغة نواتج التعلم في وثيقة الخطوط العريضة.
This study aimed to develop a proposed conceptualization for integrating the STEM approach into the mathematics curricula for Grades 5–9 in Palestine. The researcher adopted the descriptive-analytical method because it was suitable for the purpose of the study. The study population consisted of all ten mathematics textbooks prescribed for Grades 5–9 in Palestine in the (2024/2025) edition. The study sample also included eight mathematics supervisors and experts in the STEM approach. To achieve the study objectives, the researcher developed a content analysis card based on the relevant educational literature. The instrument consisted of 35 indicators distributed across seven standards. The researcher also built an interview instrument consisting of nine questions. The validity and reliability of the instruments were established using appropriate scientific procedures. The Mathematics Curriculum Guidelines document and the mathematics textbooks were analyzed using the content analysis card. The interview results with experts confirmed that the mathematics curriculum has a solid knowledge base that can serve as a foundation for STEM integration. However, this foundation has not yet been transformed into a systematic, integrated structure. The distribution of the standards across grade levels also lacked consistent vertical progression, indicating the need for a cumulative competency map extending from Grade 5 to Grade 9. The standard related to learning rigorous content in science, technology, engineering, and mathematics achieved the highest percentage in the Mathematics Curriculum Guidelines document, at (72.94%). In contrast, the standards related to collaboration as a STEM team and the strategic use and application of technology each received (0%). Regarding the distribution of STEM standards across textbook components, activities and assessment achieved the highest percentages. In terms of grade-level distribution, Grade 8 achieved the highest percentage at 26.36%, followed by Grade 9 at (22.59%) and Grade 5 at (20.21%). Grades 6 at (17.59% ) and 7 recorded (13.25%). Based on these findings, a proposed conceptualization was developed for integrating STEM into the mathematics curricula for Grades 5–9. It was presented to a group of STEM experts working at the Ministry of Education and received general approval, with several suggested modifications. The study recommended adopting a national framework for integrating STEM into the mathematics curriculum that defines the relevant concepts, practices, performance levels, and functional roles of science, technology, engineering, and mathematics. It also recommended reformulating the learning outcomes included in the Mathematics Curriculum Guidelines document This study aimed to develop a proposed conceptualization for integrating the STEM approach into the mathematics curricula for Grades 5–9 in Palestine. The researcher adopted the descriptive-analytical method because it was suitable for the purpose of the study. The study population consisted of all ten mathematics textbooks prescribed for Grades 5–9 in Palestine in the (2024/2025) edition. The study sample also included eight mathematics supervisors and experts in the STEM approach. To achieve the study objectives, the researcher developed a content analysis card based on the relevant educational literature. The instrument consisted of 35 indicators distributed across seven standards. The researcher also built an interview instrument consisting of nine questions. The validity and reliability of the instruments were established using appropriate scientific procedures. The Mathematics Curriculum Guidelines document and the mathematics textbooks were analyzed using the content analysis card. The interview results with experts confirmed that the mathematics curriculum has a solid knowledge base that can serve as a foundation for STEM integration. However, this foundation has not yet been transformed into a systematic, integrated structure. The distribution of the standards across grade levels also lacked consistent vertical progression, indicating the need for a cumulative competency map extending from Grade 5 to Grade 9. The standard related to learning rigorous content in science, technology, engineering, and mathematics achieved the highest percentage in the Mathematics Curriculum Guidelines document, at (72.94%). In contrast, the standards related to collaboration as a STEM team and the strategic use and application of technology each received (0%). Regarding the distribution of STEM standards across textbook components, activities and assessment achieved the highest percentages. In terms of grade-level distribution, Grade 8 achieved the highest percentage at 26.36%, followed by Grade 9 at (22.59%) and Grade 5 at (20.21%). Grades 6 at (17.59% ) and 7 recorded (13.25%). Based on these findings, a proposed conceptualization was developed for integrating STEM into the mathematics curricula for Grades 5–9. It was presented to a group of STEM experts working at the Ministry of Education and received general approval, with several suggested modifications. The study recommended adopting a national framework for integrating STEM into the mathematics curriculum that defines the relevant concepts, practices, performance levels, and functional roles of science, technology, engineering, and mathematics. It also recommended reformulating the learning outcomes included in the Mathematics Curriculum Guidelines document
This study aimed to develop a proposed conceptualization for integrating the STEM approach into the mathematics curricula for Grades 5–9 in Palestine. The researcher adopted the descriptive-analytical method because it was suitable for the purpose of the study. The study population consisted of all ten mathematics textbooks prescribed for Grades 5–9 in Palestine in the (2024/2025) edition. The study sample also included eight mathematics supervisors and experts in the STEM approach. To achieve the study objectives, the researcher developed a content analysis card based on the relevant educational literature. The instrument consisted of 35 indicators distributed across seven standards. The researcher also built an interview instrument consisting of nine questions. The validity and reliability of the instruments were established using appropriate scientific procedures. The Mathematics Curriculum Guidelines document and the mathematics textbooks were analyzed using the content analysis card. The interview results with experts confirmed that the mathematics curriculum has a solid knowledge base that can serve as a foundation for STEM integration. However, this foundation has not yet been transformed into a systematic, integrated structure. The distribution of the standards across grade levels also lacked consistent vertical progression, indicating the need for a cumulative competency map extending from Grade 5 to Grade 9. The standard related to learning rigorous content in science, technology, engineering, and mathematics achieved the highest percentage in the Mathematics Curriculum Guidelines document, at (72.94%). In contrast, the standards related to collaboration as a STEM team and the strategic use and application of technology each received (0%). Regarding the distribution of STEM standards across textbook components, activities and assessment achieved the highest percentages. In terms of grade-level distribution, Grade 8 achieved the highest percentage at 26.36%, followed by Grade 9 at (22.59%) and Grade 5 at (20.21%). Grades 6 at (17.59% ) and 7 recorded (13.25%). Based on these findings, a proposed conceptualization was developed for integrating STEM into the mathematics curricula for Grades 5–9. It was presented to a group of STEM experts working at the Ministry of Education and received general approval, with several suggested modifications. The study recommended adopting a national framework for integrating STEM into the mathematics curriculum that defines the relevant concepts, practices, performance levels, and functional roles of science, technology, engineering, and mathematics. It also recommended reformulating the learning outcomes included in the Mathematics Curriculum Guidelines document This study aimed to develop a proposed conceptualization for integrating the STEM approach into the mathematics curricula for Grades 5–9 in Palestine. The researcher adopted the descriptive-analytical method because it was suitable for the purpose of the study. The study population consisted of all ten mathematics textbooks prescribed for Grades 5–9 in Palestine in the (2024/2025) edition. The study sample also included eight mathematics supervisors and experts in the STEM approach. To achieve the study objectives, the researcher developed a content analysis card based on the relevant educational literature. The instrument consisted of 35 indicators distributed across seven standards. The researcher also built an interview instrument consisting of nine questions. The validity and reliability of the instruments were established using appropriate scientific procedures. The Mathematics Curriculum Guidelines document and the mathematics textbooks were analyzed using the content analysis card. The interview results with experts confirmed that the mathematics curriculum has a solid knowledge base that can serve as a foundation for STEM integration. However, this foundation has not yet been transformed into a systematic, integrated structure. The distribution of the standards across grade levels also lacked consistent vertical progression, indicating the need for a cumulative competency map extending from Grade 5 to Grade 9. The standard related to learning rigorous content in science, technology, engineering, and mathematics achieved the highest percentage in the Mathematics Curriculum Guidelines document, at (72.94%). In contrast, the standards related to collaboration as a STEM team and the strategic use and application of technology each received (0%). Regarding the distribution of STEM standards across textbook components, activities and assessment achieved the highest percentages. In terms of grade-level distribution, Grade 8 achieved the highest percentage at 26.36%, followed by Grade 9 at (22.59%) and Grade 5 at (20.21%). Grades 6 at (17.59% ) and 7 recorded (13.25%). Based on these findings, a proposed conceptualization was developed for integrating STEM into the mathematics curricula for Grades 5–9. It was presented to a group of STEM experts working at the Ministry of Education and received general approval, with several suggested modifications. The study recommended adopting a national framework for integrating STEM into the mathematics curriculum that defines the relevant concepts, practices, performance levels, and functional roles of science, technology, engineering, and mathematics. It also recommended reformulating the learning outcomes included in the Mathematics Curriculum Guidelines document