Social Semiotics Comparison between Old and New Palestinian Mathematics Curriculum for the Ninth Grade

Autor/inn/en	Dawoud, Husam; Daher, Wajeeh
Titel	Social Semiotics Comparison between Old and New Palestinian Mathematics Curriculum for the Ninth Grade
Quelle	In: Journal of Research and Advances in Mathematics Education, 7 (2022) 1, S.17-26 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2503-3697
Schlagwörter	Foreign Countries; Arabs; Semiotics; Mathematics Curriculum; Secondary School Mathematics; Grade 9; Grammar; Algebra; Content Analysis; Textbook Content; Comparative Analysis; Palestine + Suchen Sie Ihr Suchwort? Ausland; Arab; Araber; Semiotik; School year 09; 9. Schuljahr; Schuljahr 09; Grammatik; Inhaltsanalyse; Lehrbuchtext; Palästina
Abstract	This research aimed to analyze Algebra unit in both the old and new Palestinian curriculum for the ninth grade by using deductive content analysis based on the social semiotic approach. The results of this study showed that, in both books, the mental, behavioral, and verbal processes were more frequent than the relational, existential, and material processes. Moreover, the most frequent object used in both curriculums were the initial description, the rule, and the official definition. The most frequent representation of the mathematical object in both curriculums, was the algebraic representation, then the verbal, the numerical and the graphic representations. The research findings also indicate that in both books, the use of the pronoun "I" was the most frequent, then the pronoun "we" and then other pronouns. The imperative was frequent in the Algebra unit in the old curriculum, but less frequent in the new curriculum. The research findings, regarding the textual function in both books, indicated that the text orientation 'previous knowledge to new knowledge' was the most frequent in Algebra. This demonstrates that the author in both books cared about applying the new knowledge and assessing it, what means that the text progresses horizontally in both curriculums. (As Provided).
Anmerkungen	Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: http://journals.ums.ac.id/index.php/jramathedu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01