This study aims to determine types of mathematic disciplines (in term of topics) in Jordanian Elementary textbooks. This study evaluates mathematics text books especially in the period between 1970 and 2013 and identifies types and quantities of mathematics. To examine the relative quantity of mathematics, branches of mathematics, presentation means, and methods, books were analyzed using content analysis protocols. As a result, this work has shown a significant increase in mathematics enhancement in terms of quality and quantity in Jordanian elementary textbook. Such enhancement is relevant to the advantage of new technology based on mathematical algorithms. In addition, this research has pointed out the growth in geometry while numbers of mathematics show a decline in return as of 2013. Based on this study the recommendation concluded is to further develop textbooks in order to meet NCTM requirements.

<p class="apa">The purpose of the present study is developing a test to measure the numerical ability for students of education. The sample of the study consisted of (504) students from 8 universities in Jordan. The final draft of the test contains 45 items distributed among 5 dimensions.</p><p class="apa">The results revealed that acceptable psychometric properties of the test; items parameters (difficulty, discrimination) were estimated by item response theory IRT, the reliability of the test was assessed by: Cronbach’s Alpha, average of inter-item correlation, and test information function (IRT), and the validity of the test was assessed by: arbitrator's views, factor analysis, RMSR, and Tanaka Index.</p><p class="apa">The numerical ability test can be used to measure the strength and weaknesses in numerical ability for educational faculty students, and the test can be used to classify students on levels of numerical ability.</p>

<p class="apa">This study aims to investigate the students’ learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are established. Results of the study show that the mean of the scores for the four domains and the entire items are medium, the highest was on exams and the lowest on the homework. ANOVA analysis show that there were no statistically significant differences related to number of courses and gender. On the other hand, there are statistically significant differences on the scientific qualification in favor of postgraduate studies. As for the type of school, the results are in favor of government schools. In regard to the number of experience years, the results are in favor of category (5-10) years on homework domain only.</p>

Objectives: This study aimed to investigate the extent to which the content of the basic first-grade mathematics textbook in Jordan complies with the standards of the National Council of teachers of mathematics (NCTM). The study's authors expect that it will help those responsible for creating mathematics curricula at all levels, and in the fundamental first grade in particular, by highlighting areas of strength and need. Method: The study sample consisted of a mathematics book for the first grade in Jordan, with its first and second parts, and two exercise books. An analysis instrument was designed; the validity and reliability of the instrument were ensured. The analysis process was carried out by monitoring the set of paragraphs, each of which includes one idea, and then calculating the number of ideas that represent one of the elements of the analysis, and calculating their repetitions and percentages in light of the sum of repetitions of the elements of the criterion. Results: The results of the study showed that the content of the first-grade mathematics textbook was the highest in data analysis and probability (0.00−79.31)% while it was the lowest in numbers and operations (0.00−18.69)%. The results also showed that the extent of the operations standards was the highest in problem-solving (0.00−76.92)% and the lowest was in communication (3.57−35.71)%. Conclusions: The study recommended the necessity of developing the book according to NCTM standards, and conducting studies to evaluate mathematics books for other classes in light of the current curricular development movement in Jordan.

This study aimed at investigating the development of the mathematical thinking ability of students in grades 8, 9 and 10 and it’s relation to their learning style. The sample of the study consisted of (1148) students chosen from 6 schools in Amman First District. To achieve the objectives of the study, a test of mathematical thinking was developed by researchers. The validity and reliability of the test were achieved by using suitable methods. VARK instrument was also administered to investigate the learning style. Results of the study showed development in the students' mathematical thinking ability when upgraded from one grade to the upper, likewise the development in the learning style. Results also revealed that the performance of students on the mathematical thinking test was the highest for people with visual style, and lowest with auditory style. In light of these results, the study recommended the necessity of developing the math curriculum for different grades by focusing on mathematical thinking and learning style. هدفت هذه الدراسة استقصاء تطور القدرة على التفكير الرياضي لدى الطلبة عبر الصفوف من الثامن وحتى العاشر، بالإضافة إلى علاقة التفكير الرياضي بنمط تعلم الطالب. بلغ عدد أفراد الدراسة (1148) طالباً وطالبة اختيروا من طلبة الصفوف الثامن وحتى العاشر في مديرية تربية عمَان الأولى. ولتحقيق أهداف الدراسة، تم استخدام اختبار التفكير الرياضي من إعداد الباحثين والتحقق من صدقه وثباته بالطرق المناسبة، كما استخدم مقياس فارك للكشف عن أنماط التعلم المفضلة لدى الطلبة. كشفت نتائج الدراسة عن نمو في القدرة على التفكير الرياضي بانتقال الطالب من صف إلى صف أعلى. كما أظهرت النتائج أن نمط التعلم المفضل لدى الطلبة يتغير مع اختلاف الصف، وأظهرت أيضاً أن أداء الطلبة على اختبار التفكير الرياضي كان الأعلى لذوي النمط البصري، أما ذوو النمط السمعي فكان أداؤهم الأقل. وقد خلصت هذه الدراسة إلى جملة من التوصيات تدعو إلى الاهتمام بتفعيل دور المنهاج وتبني استراتيجيات تدريس تدعم التفكير الرياضي وتتماشى مع أنماط تعلم الطلبة.