ABSTRACT

School textbooks affect the different aspects of students’ learning. One way that textbooks can affect students’ learning is through the values embedded in the texts. In the present research, we intend to study values in elementary school mathematics textbook. Specifically, we study values in the Geometry and Measurement unit of the Palestinian Grade six mathematics book. This unit is comprised of five lessons. To analyse the unit, we use a classification model suggested by Sam and Ernest. In this model, Sam and Ernest consider values in mathematics education as consisting of three categories: epistemological, social and personal values. Analysing the unit, we found that the epistemological component was the most frequent in the unit, while the second was the personal component and the third was the social. Alertness in thought, discriminating and rationality had the highest percentages as epistemological values, importance had the highest percentage as a social value and open-mindedness had the highest percentage as a personal value. Correlations between pairs of values in each component showed two significant strong positive correlations, while the other significant correlations were relatively strong or moderate. Further research needs to study correlations between pairs of values, and how these pairs affect students’ learning.

摘要

学校教科书影响学生学习的不同方面。教科书影响学生学习的一种方式是通过嵌入在课本中的价值观。在本研究中，我们打算研究小学数学教科书中的价值观。具体来说，我们研究了巴勒斯坦六年级数学书的几何和测量单元中的值。本单元由五课组成。为了分析单位，我们使用了 Sam 和 Ernest 建议的分类模型。在这个模型中，Sam 和 Ernest 认为数学教育中的价值观由三类组成：认识论、社会和个人价值观。分析单位，我们发现认识论成分在单位中最常见，而第二个是个人成分，第三个是社会成分。思想上的警觉，辨别力和理性作为认识论价值的比例最高，重要性作为社会价值的比例最高，思想开放作为个人价值的比例最高。每个分量中成对值之间的相关性显示出两个显着的强正相关，而其他显着的相关性相对较强或中等。进一步的研究需要研究成对值之间的相关性，以及这些对如何影响学生的学习。而其他显着相关性相对较强或中等。进一步的研究需要研究成对值之间的相关性，以及这些对如何影响学生的学习。而其他显着相关性相对较强或中等。进一步的研究需要研究成对值之间的相关性，以及这些对如何影响学生的学习。