An evaluation study of the mathematics curriculum in light of curriculum 2.0 from the point of view of teachers

Document Type : Original Article

Authors

Faculty of Specific Education ,Banha University

Abstract

The research aimed to identify the reality of the mathematics curriculum in the "2.0" kindergarten program and to determine the strengths and weaknesses in its components, while proposing suggestions for improvement from the perspective of kindergarten teachers at Al-Azhar. The current research followed a descriptive analytical approach, and the sample consisted of 396 kindergarten teachers appointed at the institutes affiliated with Al-Azhar across the Al-Azhar regions in the Arab Republic of Egypt. The research used an electronic questionnaire to collect information (prepared by the researcher). The results revealed some weaknesses in the components of the mathematics curriculum, the most important of which is the lack of a suitable children's book and math workbook currently available, which do not meet the needs of children in terms of form and content. Additionally, the objectives of the mathematics curriculum in many lessons are unclear and do not take into account individual differences among children. Furthermore, many content topics do not match the cognitive level of kindergarten children, activities are not diverse and do not cover content topics, and teaching methods do not accommodate inclusive children. The artistic presentation of the teacher's guide in mathematics is also unsuitable for teachers in terms of content organization, unclear vocabulary, and font size that does not aid visibility, along with the absence of a guide for each teache

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Benha Journal of Humanities Sciences
Volume 3, Issue 6
November and December 2024
Pages 427-471

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