عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL53808
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
A Tale of Two Mathematics Curricula for Gifted Students: A Comparative Study Between the Saudi and American Mathematics Curricula at the Elementary School Level
نام عام مواد
[Thesis]
نام نخستين پديدآور
Almughyirah, Sultan M.
نام ساير پديدآوران
Chamberlin, Scott A.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
University of Wyoming
تاریخ نشرو بخش و غیره
2020
يادداشت کلی
متن يادداشت
177 p.
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
University of Wyoming
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Given the importance of curricula in the learning equation, matching cognitive abilities with learning needs of elementary school gifted students in mathematics classrooms has become increasingly important among educational curriculum developers around the world. This quantitative study was conducted to compare two sets of mathematics curricula that are used for teaching mathematics to elementary school gifted students, the Saudi advanced mathematics curricula and the American Project M-Cubed curricula, for determining which curricula best meet students' higher order thinking demands. By implementing the Mathematical Tasks Framework (Stein & Smith, 1998) with a sample of six chapters, the researcher examined the levels of cognitive demand in the Saudi and American mathematics curricula and investigated how they are similar and different in their approach to problem-solving demands. The results indicate that the majority of mathematical problems in the Saudi chapters are not as cognitively demanding as in the American chapters. Many of the mathematical problems in the Saudi chapters are found in the lower-level cognitive demands, whereas many of the mathematical problems in the American chapters are found in the higher-level cognitive demands. In addition, results reveal that there are statistically significant differences between the Saudi and American selected chapters on their levels of cognitive demand concerning their approach to problem-solving demands. In other words, the American curricula contain more cognitively demanding mathematical problems than in the Saudi curricula. Some implications of the study include informing the developers of these curricula about the effectiveness of their curricula, understanding how gifted students are being cognitively challenged in mathematics classrooms, and adopting appropriate mathematical problems for challenging the cognitive abilities of the students.
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
American studies
اصطلاح موضوعی
Curriculum development
اصطلاح موضوعی
Educational administration
اصطلاح موضوعی
Elementary education
اصطلاح موضوعی
International relations
اصطلاح موضوعی
Mathematics education
اصطلاح موضوعی
Middle Eastern studies
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Almughyirah, Sultan M.
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Chamberlin, Scott A.
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
University of Wyoming
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
