مستوى تضمين كتاب الرياضيات للصف الخامس في اليمن لأنواع المسائل الرياضية

Abstract

The study aimed to identify and reveal the extent to which mathematics textbooks for the fifth grade of basic education (part one and part two) in Yemen included types of mathematical problems. The results showed that the book included (6) fields of mathematical problem types, where the verbal problem, the symbolic problem, and the formal problem came in percentages of (82%),(10%) and(8%), respectively, and the successive problem and the non-sequential problem came in percentages of (% 89), (11%), the problem that did not contain any extra or incomplete information, the problem that had incomplete information, and the problem that had excess information came in percentages of (98%), (2%), (0%). The problem was formulated in a general way, Analytical problem and the problem formulated in the way of organizing thinking in percentages (90%), (10%), (0%). The problem that needs one step to solve, the problem that needs two steps, and the problem that needs more than two steps came in percentages (63%), (30%) ), (7%), the problem that needs one operation to solve, the problem that needs two operations, and the problem that needs more than two operations came in percentages (67%), (29%), (4%), and the results showed that the formal problem was concentrated in The unit of geometry and measurement, the symbolic problem centered on the unit of ordinary fractions, the non-sequential problem and the problem that needs two steps and two processes for solution centered on the unit of addition and subtraction and the unit of decimal fractions, and the problem that contains excessive information and the problem formulated in the way of organizing ideas were devoid of the units of the book, and the problem Which need more than two steps and more than two operations concentrated in the unit of multiplication and division, and the rest of the types of problems were distributed in all units of the book.