تقويم منهاج الرياضيات للصف العاشر الأساسي في ضوء أسس بنائه وعناصره
This study aimed to evaluate the mathematics curriculum for the tenth grade by identifying the percentage of availability of advanced psychological, philosophical, social, and cognitive foundations in the curriculum. The study also aimed to identify the extent to which the tenth-grade mathematics curriculum addresses its elements (objectives, content, activities, teaching aids, teaching methods, evaluation), using the descriptive analytical approach. The researcher used analysis cards that she prepared and verified for validity. The analytical study sample consisted of the tenth-grade basic mathematics curriculum for the first and second semesters. The study results showed that all the psychological, social, cognitive, and philosophical bases for curriculum construction appeared in the tenth-grade basic mathematics curriculum to varying degrees. The cognitive foundations appeared at a rate of (34%). The social foundations appeared at a rate of (27%). The psychological foundations appeared at a rate of (28%), while the philosophical foundations appeared at the lowest rate (10%). The study results also indicated that the tenth-grade basic mathematics curriculum addressed all the elements (objectives, content, activities, teaching methods, scientific means, evaluation) to good proportions. In light of the study results, the researcher presented some recommendations and suggestions. (Published abstract)