مستوى توافق كتب الرياضيات للصفين الأول والثاني الإبتدائي للتربية الفكرية مع معايير المجلس الوطني لمعلمي الرياضيات nctm
This study aimed to identify the level of alignment of the content of mathematics textbooks for the first and second grades at the primary stage of intellectual disabilities education in Saudi Arabia with the content standards of the National Council of Teachers of Mathematics (NCTM). A descriptive content analysis method was used based on quantitative analysis by calculating the number of frequencies, percentages, and arithmetic averages for the availability of evidence in terms of its presence in the content of the two textbooks compared to the content standards NCTM. Also the researcher used 10 content analysis cards to analyze the content of the two mathematics textbooks, which were built in light of the content standards NCTM. The results of the study revealed that the level of alignment of the five content standards with the content of mathematics textbooks was low, with a mean of (0.2)for the first grade textbook and (0.24) for the second grade textbook. Also the content of mathematics textbooks for the first and second grades contained only three main content standards NCTM, which were: algebra, numbers and operations, and geometry. The study recommended the necessity of including all standards in the content of mathematics textbooks for these grades in balanced proportions, and the necessity of continuous evaluation of the content of mathematics textbooks for intellectual disabilities education in accordance with international standards. (Published abstract)