THE AVAILABILITY OF THINKING SKILLS IN MATHEMATICS BOOKS DEVELOPED IN LIGHT OF NUMERACY IN THE REPUBLIC OF YEMEN

Abstract

The study aimed to identify the availability of thinking skills in mathematics books developed in light of numeracy in the Republic of Yemen. The study sample consisted of mathematics books for the three grades of basic education, and exercise books. The researcher identified fourteen thinking skills as a tool for analysis, then the researcher analyzed the content of the six books to reveal the skills included in them, and calculated their frequencies and percentages. The results showed that the representation skill in the first grade and the problem solving skill in the second and third grades obtained the highest frequency. The representation skill in the second and third grades, and the arrangement skill in the second grade obtained reasonable percentages, while the rest of the skill percentages were weak. The results also showed that the books included (13) skills that were repeated (658), (455) and (626) times for the three grades, respectively. The representation and problem solving skills came in percentages of (30.53%) and (16.16%), while the rest of the skills were repeated in percentages ranging between (10.52-1.03)%, which are weak percentages. All books for the three grades were devoid of the questioning skill.