This is an outdated version published on 2018-01-11. Read the most recent version.
Teaching mathematics in Middle school in Algeria
Article Sidebar
Published:
Jan 11, 2018
Updated:
2018-01-11
Main Article Content
Abstract
We show that the middle school second-generation textbook of mathematics, for the first middle school year, is not committed to the new curriculum, at least from the point of view of the acquisition of competencies in problem solving. We present the structure of the textbook, and we study the resolved problems and the proposed problems and exercises to see the solving strategies that could emerge when solving these tasks. Finally, we conclude.
Keywords: Curriculum, textbook, problem-solving, heuristics.
Downloads
Download data is not yet available.
Article Details
How to Cite
Younes, H. A., & Tahar, T. M. (2018). Teaching mathematics in Middle school in Algeria. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(9), 74–81. https://doi.org/10.18844/prosoc.v4i9.3045
Section
Articles
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).