تحليل أسئلة كتب منهاج الرياضيات للمرحلة الأساسية العليا في فلسطين في ضوء متطلبات دراسة بيزا (PISA) الدولية
Date
2025-04-13
Authors
آية عبد الهادي حسن مسالمة
Aya Abedhaadi Hassan Masalmeh
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدِّراسة إلى تحليل أسئلة كتب الرِّياضيَّات للمرحلة الأساسيَّة العليا تبعًا لمتطلَّبات دراسة بيزا (PISA)، الدَّوليَّة، ولتحقيق أهداف الدراسة استخدمت الباحثة المنهج الوصفيَّ، وأعدَّت لهذا الغرض إطارًا لتحليل المحتوى؛ للتَّحقُّق من مدى توافر متطلَّبات دراسة بيزا (PISA) الدولية المتمثِّلة في المحاور الأربعة الأتية: محور المعرفة الرِّياضيَّة، محور حلِّ المسألة، محور السِّياقات، ومحور مهارات القرن الحادي والعشرون، والمؤشرات الخاصة بكل محور، وتمَّ التَّحقُّق من صدق هذا الإطار وثباته بالطُّرق المناسبة، وأُجريت هذه الدِّراسة خلال العام الدِّراسيِّ (2024-2023م)، وتمثَّلت عيِّنة الدِّراسة في مجتمعها المكوَّن من كتب منهاج الرِّياضيَّات للصُّفوف من الخامس إلى العاشر الأساسيِّ، بجزأيها الأوَّل والثَّاني وفقاً للمنهاج الفلسطينيِّ.
وللإجابة عن أسئلة الدِّراسة وتحقيق أهدافها، تم تحليل أسئلة كتب الرِّياضيات للمرحلة الأساسيَّة العليا تبعًا لمتطلَّب دِّراسة بيزا (PISA) الدَّولية، وحساب التَّكرارات والنِّسب المئويَّة للمحاور الأربعة ومؤشراتها الفرعيَّة. وبعد معالجة البيانات بيّنت نتائج الدِّراسة توافر متطلبات بيزا (PISA) في أسئلة كتب الرياضيات للمرحلة الأساسية العليا، حيث كانت أعلى النسب: محور المعرفة الرياضية بنسبة (56%)، ومحور حل المسألة الرياضية بنسبة (20%)، ويلي ذلك المحور الحادي والعشرين (14%)، وأقل نسبة كانت محور السياقات الرياضية (10%). وجاء ترتيب الصُّفوف الدِّراسية في المرحلة الأساسيَّة العليا حسب التَّكرارات والنِّسب المئويَّة لمتطلَّبات دراسة بيزا (PISA) الدَّوليَّة من الأكثر تكرارًا إلى الأقلِّ تكرارًا كالآتي: الصَّفّ التَّاسع، الصَّفّ السَّادس، الصَّفّ الثَّامن، الصَّفّ السَّابع، الصَّفّ الخامس، الصَّفّ العاشر. وأظهرت النَّتائج كذلك أنَّ هذه المتطلَّبات لم تراعي التَّتابع والتَّوازن في أسئلة كتب الرِّياضيَّات على مستوى الصُّفوف من(5-10).
وأوصت الباحثة في ضوء هذه النَّتائج بإغناء الطَّبعات الجديدة من أسئلة كتب الرّياضيات على مستوى الصّفوف (5-10) بمتطلَّبات الدِّراسات الدَّوليَّة، مثل دراسة بيزا (PISA) بشكل مدروس ومخطَّط له، بما يراعي التَّتابع والتَّوازن في الصُّفوف.
This study aimed to analyze the mathematics textbook questions for the upper primary stage according to the requirements of the international PISA study. To achieve the study's objectives, the researcher employed a descriptive approach and prepared a framework for content analysis to verify the extent to which the requirements of the international PISA study were available, represented in the following four dimensions: mathematical knowledge, problem-solving, context, and 21st-century skills, along with the specific indicators for each dimension. The validity and reliability of this framework were confirmed through appropriate methods. This study was conducted during the academic year (2023-2024), and the sample consisted of a population comprising mathematics curriculum textbooks for grades five to ten, in both its first and second parts according to the Palestinian curriculum. To answer the study’s questions and achieve its objectives, the mathematics textbook questions for the upper basic stage were analyzed based on the requirements of the international PISA (Programme for International Student Assessment) framework. Frequencies and percentages were calculated for the four main domains and their sub-indicators. The data analysis revealed that PISA requirements were indeed present in the mathematics textbook questions at this stage. The highest percentage was in the domain of mathematical knowledge (56%), followed by the domain of problem-solving (20%), then the domain of 21st-century skills (14%), while the lowest percentage was in the domain of mathematical contexts (10%). The ranking of the grade levels in the upper primary stage according to the frequencies and percentages of the international PISA study requirements, from most frequent to least frequent, was as follows: ninth grade, sixth grade, eighth grade, seventh grade, fifth grade, and tenth grade. The results also showed that these requirements did not consider sequence and balance in the mathematics textbooks' questions across grades (5-10), as they appeared unplanned. In light of these results, the researcher recommended enriching the new editions of mathematics textbook questions at the grades (5-10) with international study requirements, such as the PISA study, in a studied and planned manner, considering the sequence and balance across the grades."
This study aimed to analyze the mathematics textbook questions for the upper primary stage according to the requirements of the international PISA study. To achieve the study's objectives, the researcher employed a descriptive approach and prepared a framework for content analysis to verify the extent to which the requirements of the international PISA study were available, represented in the following four dimensions: mathematical knowledge, problem-solving, context, and 21st-century skills, along with the specific indicators for each dimension. The validity and reliability of this framework were confirmed through appropriate methods. This study was conducted during the academic year (2023-2024), and the sample consisted of a population comprising mathematics curriculum textbooks for grades five to ten, in both its first and second parts according to the Palestinian curriculum. To answer the study’s questions and achieve its objectives, the mathematics textbook questions for the upper basic stage were analyzed based on the requirements of the international PISA (Programme for International Student Assessment) framework. Frequencies and percentages were calculated for the four main domains and their sub-indicators. The data analysis revealed that PISA requirements were indeed present in the mathematics textbook questions at this stage. The highest percentage was in the domain of mathematical knowledge (56%), followed by the domain of problem-solving (20%), then the domain of 21st-century skills (14%), while the lowest percentage was in the domain of mathematical contexts (10%). The ranking of the grade levels in the upper primary stage according to the frequencies and percentages of the international PISA study requirements, from most frequent to least frequent, was as follows: ninth grade, sixth grade, eighth grade, seventh grade, fifth grade, and tenth grade. The results also showed that these requirements did not consider sequence and balance in the mathematics textbooks' questions across grades (5-10), as they appeared unplanned. In light of these results, the researcher recommended enriching the new editions of mathematics textbook questions at the grades (5-10) with international study requirements, such as the PISA study, in a studied and planned manner, considering the sequence and balance across the grades."
Description
Keywords
Citation
مسالمة، آية عبد الهادي. (2025). تحليل أسئلة كتب منهاج الرياضيات للمرحلة الأساسية العليا في فلسطين في ضوء متطلبات دراسة بيزا (PISA) الدولية [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس.