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>

This study aimed at investigating the effect of Hands-on Activities on Third Graders' Achievement in Mathematics. The individuals of the study consisted of 72 students, divided into two groups: experimental group which taught by hands-on activities, and control group which taught by the traditional method. After the completion of the study, an achievement test was applied and ANCOVA was used to answer the study questions. The study results revealed that there were statistically significant differences of achievement, between the two groups in favor of the experimental group. The study results which based on the achievement level revealed that middle achievers in the experimental group were better than those in the control group, meanwhile there were no significant differences between high achievers in the two groups, and also there were no significant differences between low achievers in the two groups.

This study aimed at investigating the effect of learning with the environmental approach on the third graders’ ability of mathematics problem solving. The sample of the study consisted of 73 third grade students from two sections distributed randomly to an experimental group who learned during the “Statistics and Probability” unit by using the environmental approach; and a control group who learned using the traditional method of instruction. After the completion of the study, a post problem solving test was applied to the two groups, and data were analyzed using SPSS program to answer the research questions. Results of the study revealed that the learning with the environmental approach had, in general, a positive effect on improving students’ ability in problem solving, specifically on students with medium level of achievement.

This study aimed at investigating the effect of using movement-based learning on first graders' mathematical achievement and cognitive curiosity, by using the qausi-experimental approach. To achieve the study aims, a mathematical achievement test for the first grade in the "Location and Movement" unit was administered, its validity and reliability have been verified. Also, a cognitive curiosity scale was administered, its validity and reliability have been verified. The sample of the study consisted of (44) first grade students in Jordan, distributed to two groups, one group chosen randomly as an experimental group who was taught by movement-based learning, and the other group as a control group who was taught using the traditional method of instruction. Results of the study revealed that movement-based learning had a positive effect on improving students' mathematical achievement, and their cognitive curiosity. In light of the study results, it was recommended to use the movement-based learning method in teaching mathematics.