Evaluating the Content of the Mathematics Curriculum for the Second-Year Science Track in Sudanese Secondary Schools in Light of (NCTM) Standards
DOI:
https://doi.org/10.54582/TSJ.2.2.133Keywords:
National Council, Standards, Mathematics, NCTMAbstract
The study is aimed at evaluating the content of the mathematics curriculum for the second year of the scientific track in Sudanese secondary schools in light of the National Council of Teachers of Mathematics (NCTM) standards. The researchers used the descriptive–analytical method, in which they developed a content analysis tool derived from the NCTM standards, covering the domains of numbers and operations, algebra, geometry, and trigonometry, with a total of (25) indicators. After confirming the validity and reliability of the research instruments, the researchers analyzed the second-year mathematics textbook using the Statistical Package for the Social Sciences (SPSS) to calculate frequencies, means, standard deviations, and percentages.The results show that the textbook content covered the NCTM standards across all domains at an acceptable level, with the highest coverage (42%) in the domain of numbers and operations, and the lowest (15%) in the geometry domain. The study recommends reviewing the textbook content to ensure that the allocated instructional time aligns with the curriculum content so that it can be fully taught.
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