IDENTIFY THE AVAILABILITY OF THE (TIMSS) STANDARDS IN MATH TEXTBOOK OF THE EIGHTH-GRADE OF THE PRIMARY STUDENTS IN YEMEN

Abstract

The current study aimed to identify the availability of the (TIMSS) standards in math textbook of the eighth-grade of the primary students in Yemen. The study focused on the field of (numbers, algebra, geometry and data) and to what extent the TIMSS standards realized the thinking levels (knowledge, applying and reasoning). To achieve the aim of the study, all lessons and units of the math textbook of the eighth-grade of the primary students in Yemen, edition 2018-2019 were analyzed according to the standards of (TIMSS .2019).
The results of the study showed that the rate of the content domains availability in the math textbook for the eighth-grade primary students were different according to the (TIMSS). The field of geometry was in the first place (39%), the field of algebra was in the second place (29%), the field of numbers was in the third place (24%) and the data field was in the last place (8%). It was also revealed that the levels of thinking were realized with a vary degrees. The applying level was in the first place (49.7%), followed by the cognitive level (32.7%) and the reasoning level came in the last place (17.6%).
The study recommended that the content domains of the math textbook for the eighth-grade primary students should be updated by addressing the shortcomings in the domains of the content, especially in the field of numbers and data. The math textbook should include mathematics activities according to the cognitive levels mentioned in TIMSS and enhancing the level of reasoning with evaluated activities as it represents the lowest levels included in the math textbook, which is the premise of TIMSS philosophy.