Development of Core Mathematics Courses in light of CCP Key Performance Indicators (KPI’s). | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 6, Volume 3, Issue 1, January 2017, Page 191-229 PDF (1.05 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2017.24485 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Reda Mossad Abouassar | ||||
| faculty of education | ||||
| Abstract | ||||
| M athematics is a mental activity interested in patterns, proof, problem posing and solving, logical and critical thinking, to understand the world in which we live and to make use of that understanding in our daily life situations. Programme for International Student Assessment (PISA, 2009, 85) indicated, “Mathematics is concerned with the ability of students to analyze reason and communicate ideas effectively as they pose, formulate, solve and interpret mathematical problems in a variety of life situations”. Therefore, “since mathematics have both utilitarian and intrinsic value, all students have a right of access to its benefits which provide powerful numeric, spatial, temporal, symbolic, communicative and other conceptual tools, skills, knowledge, attitudes and values to analyze; make and justify critical decisions; and take transformative action” (Paulsen,2006, 44). Students in modern societies, such as USA and UK, master general and basic information of mathematics with the enough level required for mathematical literate life. They also master skills of mathematical literacy and can apply mathematical rules in their common daily life situations. | ||||
| Keywords | ||||
| Development; Core Mathematics Courses- light of CCP Key- Performance Indicators | ||||
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