Analysis of evaluation questions in mathematics books for the first three grades in the Jordanian curriculum in the light of Bloom's classification of cognitive goals and Krathhole's classification of emotional goals | ||||
| Educational Research and Innovation Journal | ||||
| Article 5, Volume 2, Issue 5, April 2022, Page 91-106 PDF (707.71 K) | ||||
| Document Type: Original research article | ||||
| DOI: 10.21608/erji.2022.228302 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Najat Ismail Al Ghurair1; Ghazia Ismail Al Ghurair2 | ||||
| 1Ph.D. Mathematics Curricula and Teaching Methods - Yarmouk University | ||||
| 2Engineer teacher - Jordanian Ministry of Education | ||||
| Abstract | ||||
| The process of defining the educational learning objectives and determining their levels requires conducting a continuous evaluation process for the content and evaluation questions at the end of each study unit. Curriculum objectives and knowledge of their levels under Bloom’s classification is a necessary prerequisite for evaluating the curricula and knowing its components, strengths and weaknesses, taking into account also the knowledge explosion that we have reached today, which is the explosion that imposed a new method in the teaching and learning process; He directed it towards developing advanced thinking processes and enhancing higher mental processes. Therefore, this study aimed to classify the end-of-teaching unit questions for all units of the developed mathematics curriculum books for the first three primary grades taught in the schools of the Hashemite Kingdom of Jordan, and to determine the level of those questions according to Bloom’s classification of cognitive goals, and according to Krathhall’s classification of emotional goals, and the study found that the mathematics curriculum The developer of the first three grades - in Jordan - his cognitive goals are located at the level of minimum mental skills in a very large percentage, and this indicates the lack of comprehensiveness and balance of goals according to Bloom’s classification of cognitive skills, in addition to the absence of the same curriculum from any level of measurable emotional goals as classified by Krathhole, and this It indicates that the content of the curriculum for the first three grades has placed the entire burden on the teacher to achieve the emotional goals advocated by the philosophy of education, and to place them within the concept of the hidden curriculum, and this may constitute a danger if the teacher does not pay attention to the need to develop the emotional side of his students. | ||||
| Keywords | ||||
| The developed mathematics curriculum for the first three grades in Jordan; Bloom's classification; Krathhole classification | ||||
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