AN EVALUATION OF THE MATHEMATICS CURRICULUM GIVEN AT THE COLLEGE OF EDUCATION, MECCA, FROM THE PERSPECTIVE OF THE TEACHERS WHO GRADUATED FROM THE COLLEGE IN THE YEARS 1976-1980.

摘要

This study evaluates the mathematics curriculum of the College of Education, Mecca, Saudi Arabia, from the perspective of the mathematics teachers who have already graduated from the College. This is the first study of this nature ever conducted regarding an important specialty program. This study was able to enlist the participation of the entire Saudi graduate teachers who graduated from the College between 1976 and 1980 as teachers of mathematics in intermediate and high-school systems of Saudi Arabia.;Conclusions. On the basis of the results, it may be affirmed: (1) A poor relationship between the courses in mathematics at the College of Education, Mecca, and curricula in mathematics for intermediate and high schools of Saudi Arabia. (2) A very positive relationship between the College program of teaching methodology for mathematics and the graduate teachers' effectiveness as teachers of mathematics. (3) Student teaching being a very effective program of the Mecca College of Education. (4) The mathematics curriculum of the College having helped the graduate teachers in a positive manner to teach mathematics at intermediate and high schools in Saudi Arabia. (5) The adequacy of education courses as having a positive effect on the teaching ability of the teachers. (6) The mathematics curriculum's failure to give adequate emphasis to practical problem-solving aspects of mathematics in the mathematics program of the College. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of school) UMI.;Design and Methodology. The following procedure was used to conduct the study: (1) A questionnaire was administered to the entire group of Saudi teachers who had graduated from the College of Education with mathematics as their teaching specialty between the years 1976 and 1980. (2) Through factor analysis, the following twelve dimensions characterizing the mathematics program were developed: Understanding the Objectives of Teaching Mathematics, Understanding Basic Mathematics to Teach Mathematics, Preparation for Higher Mathematics, College-School Relations, Emphasis on Practical Problems, Preparation for School Teaching, Methods of Teaching Mathematics, Student Teaching, Educational Thought, Curriculum Design, Educational Psychology, and Problems of Teaching Mathematics. (3) With analysis of covariance, eight hypotheses were tested regarding these twelve dimensions.