Mathematics Education for Citizenship: analytical study of the content of the math curriculum in the last three primary grades

Mersal, Ikrami Mohamed

doi:10.21608/jealex.2016.200958

Mathematics Education for Citizenship: analytical study of the content of the math curriculum in the last three primary grades

Document Type : Original Article

Author

Ikrami Mohamed Mersal

Curriculum lecturer and mathematics education, Faculty of Education- University of Alexandria

10.21608/jealex.2016.200958

Abstract

      Mathematics comes in the heart of the cognitive construction which aims to promote the values of citizenship among members of the same society; Learning mathematics helps for acquiring good thinking patters and development it, especially the critical thinking and the ability to solve problems, namely the two bases are indispensable to each participant, good citizen in his community. The relationship between mathematics education and active citizenship is one of the basic dimensions of the new social face of the school mathematics in the world.
     therefore, the current research aims to identify the extent of the representation of the values of citizenship in the mathematics curriculum content of the last three grades in primary stage, and for more accurately, the research is an attempt to answer two basic questions; which are: (1) what (subjects) values of citizenship which must be reflected in the content of mathematics curriculum in the last three grades in primary stage?, (2) to what extent realized the values of citizenship in the content of mathematics curriculum of the last three grades in the primary stage.
     The current research depends on Quantitative Content Analysis as one of the main tools that can be used in data collection, and for getting inferences related to the nature of problem, and questions of the research.
    The research findings indicated that the absence of a holistic view of social mathematical knowledge in general, and citizenship in mathematics education, in particular for those in charge of planning the curriculum and school mathematics at the elementary level; only in the narrow border-related transactions daily for individuals on the sale and purchase, trade, and do not take into account the fundamental criterion within rework content and development standards.
      The percentages also showed that the paragraphs which related to values of citizenship in mathematical content, concentrated at the lower level of mathematical.
knowledge, away from in-depth understanding, interpretation, analysis and getting conclusions.

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