This study examines one of the most important social concepts and perspectives in mathematics textbooks, which is the gender issue from first grade to12th grade. To achieve the goal of this study, the researcher conducted quantitative and qualitative content analysis for an interval sample of these textbooks. Content analysis considered an important agent in revealing the strengths and weaknesses of curriculum components. Thus, the content analysis addressed gender names, verbs (actions), pictures, pronouns, and professions. The result of the study confirms male bias on all aspects of analysis. The same result was confirmed in qualitative analysis of profession types that mentioned in mathematics textbooks for both females and males. In the light of these results, the researcher strongly recommends that the curriculum should be reformed in order to improve the gender balance for both females and males.
This study aimed to explore the educational theory of peace in the Holy Qurʾan by conducting a holistic, systematic analysis of the word “peace” and introducing its different meanings in the Holy Qurʾan. To achieve this aim, the researchers utilized a scientific approach that consisted of the following procedures: conducting a meta-analysis of the word “peace” in the Holy Qurʾan by using statistics from Quran Explorer, resulting in 136 words for peace mentioned in 48 chapters; classifying the meanings of “peace”, resulting in 13 different meanings; and creating a meta-synthesis of the word “peace” according to three different subgroups that share common concepts. Finally, the theory of Islamic interactive peace was formulated. The paper concludes that of all mentions of peace in the Qurʾan, external peace constitutes 68%, internal peace 21% and meta peace 11%. This result emphasizes the importance of peace between nations and states to gain stability in the world.
The aim of this research was to examine the gender stereotypes between preservice teachers (33 preservice teachers;4 male, 29 female) by applying Bloom’s Taxonomy in their educational course, “ Measurement & Evaluation.” Each student was assigned to formulate behavioral goals, according to Blooms six classification levels, and by the end of the course. The research questions for the study were: Do the verbs (actions) and nouns of Bloom’s Taxonomy which were written by preservice teachers connotative any gender stereotypes? Were there differences between females and males in their use of gender stereotypes? Were there differences between preservice teachers according to their academic field (13 applied biology, 13 applied mathematics, 6 applied physics, and 1applied chemistry) toward gender stereotypes? The analysis of the data showed that preservice teachers had gender stereotypes (more than 70% of them are masculine verbs and nouns) in writing verbs (actions), and nouns, during they are designing Bloom’s Taxonomy. Moreover, there are no are significant differences between females and males in their tendency toward apply gender stereotypes due to males, and their academic field. In light of these findings and results, the scholar powerfully endorses that the course needs to be used to develop a gender balance, and eliminate gender stereotypes.
This paper Submitted as enrichment material on the possibility of integration of the principles of human rights in Palestinian mathematics text boxes, with a view to sensitizing child rights, through the integration of human rights principles in some sections of Math such as: Set Theory, Geometry, Statistics, Probability, and Problem Solving, So it is an integral new contribution to this paper which is directed to Palestinian Ministry of Education to study, and highlighted the issue of citizenship, human rights on Palestinian Math Curriculums' .
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