A study of the coherence of the Lebanese math curriculum at the intermediate level. (c2014)

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dc.contributor.author Shatila, Diana
dc.date.accessioned 2015-02-18T11:40:20Z
dc.date.available 2015-02-18T11:40:20Z
dc.date.issued 2016-02-02
dc.date.submitted 2014-06-06
dc.identifier.uri http://hdl.handle.net/10725/1955
dc.description Includes bibliographical references (leaves 110-113). en_US
dc.description.abstract Curriculum coherence is defined in the literature as the alignment among the three different aspects of the curriculum: the intended, the implemented, and the attained. The aim of this study was to the investigate the alignment of the general objectives of the Lebanese math curriculum (GOMC) with each of: the objectives of the math curriculum at the intermediate level (OMCI), the specific objectives of each of the grade levels in the intermediate level (SOGLI), the national math textbooks (NMT) at each of the latter grade levels, and the official Brevet tests (BT). Various instruments were used to study the latter purpose. Research based criteria were developed for each of GOMC (except for the fifth objective: Valuing mathematics) as basis for evaluating the alignment of the NMT and the BT with the general objectives. The results of the criterion-based evaluation of the tests were used to check the evolution of the official exams throughout the year 2001 till 2013. Moreover, it was used to show whether sessions 1 and 2 BT differ in their degree of alignment with the GOMC. The results showed that the OMCI are aligned with the GOMC. On the other hand, the SOGLI completely neglect the four GOMC, and the three grade level textbooks vary in the their level of alignment with the GOMC; with the grade 9 textbook being the least reflective of the GOMC and the grade 8 textbook being the most reflective (in comparison to the other two textbooks). As for the BT, the results show that throughout the years, the tests are becoming more reflective of the GOMC. However, even in the latest years, two out of the four general objectives are completely neglected. The findings of the study highlighted the importance of revising the Lebanese math curriculum, its textbooks, and assessment tools in terms of their alignment with the general objectives. en_US
dc.language.iso en en_US
dc.subject Mathematics -- Study and teaching (Elementary) -- Lebanon en_US
dc.subject Curriculum evaluation -- Lebanon en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title A study of the coherence of the Lebanese math curriculum at the intermediate level. (c2014) en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200801843 en_US
dc.author.commembers Dr. Mona Majdalani
dc.author.commembers Dr. Mona Nabhani
dc.author.woa OA en_US
dc.description.physdesc 1 hard copy: xiv, 147 leaves; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Iman Osta El-Zein
dc.keywords National Curriculum en_US
dc.keywords National Assessment en_US
dc.keywords Math Textbooks en_US
dc.keywords Alignment en_US
dc.keywords Mathematics en_US
dc.keywords Middle School Education en_US
dc.keywords Lebanon en_US
dc.identifier.doi https://doi.org/10.26756/th.2014.32 en_US
dc.publisher.institution Lebanese American University en_US

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