شبكة المعلومات العربية التربوية

This study aimed to analyze developed mathematics textbooks for higher primary stage in the kingdom of Saudi Arabia in light of the standards (NCTM ، 2000) to identify the degree of availability of problem solving standard and strategies presented through them. It also aimed to identify the problem solving strategies used by teachers in higher primary stage. Qualitative analysis methodology has been used by building a tool for analysis is derived from problem solving standard included in the document (NCTM; 2000), were used in the analysis of developed mathematics textbooks for the primary grades fourth، fifth and sixth. A special questionnaire was built for the strategies for mathematical problem solving used in teaching of mathematical content was distributed to the study sample consisting of (26) mathematics teachers for primary grades fourth، fifth and sixth in government schools under the ministry of education in ArRass. The results of the textbooks of the study sample analysis showed that the mathematical content had provided great opportunities for success in the construction of mathematical knowledge where it offered 88% of them by problem solving. Analysis has shown that the average rate of the problems that have emerged in the non-mathematical contexts is 64% compared to 36% of the problems that have emerged in mathematical contexts. The analysis also showed that the average rates of using strategies varied significantly. Where that the strategy "create drawings to help imagine the problem" came first by 60%. It also showed that the average mechanisms that used in monitoring and observing operations of problem solving and contemplate it, ranged from 8% to 40.7%. Analysis has shown that the mechanism "the appreciation and the reasonableness of the solution" came first in use by 40.7%. Through analyzing the questionnaire, which distributed to teachers in the study sample shows that "solve a simpler problem" is the most strategy actually used by teachers in mathematical problem and a very high degree of verification, and all the other strategies achieved a high degree of verification. Depending on these results, the researcher recommended the need for mathematics teachers to benefit from the problems existing in the developed mathematics textbooks and employ the problem solving strategies in teaching it; finally he recommended including all problem-solving strategies in mathematics textbooks. (Published abstract)