The level of representation of some learning styles in the content of Mathematics books for the 4th preparatory class (analysis - evaluation study)

Document Type : Research Paper

Author

Ministry of Education, Directorate of Education Babylon, Iraq

10.22075/ijnaa.2021.5172

Abstract

The present research aims at identifying the level of representation of some learning styles in the
content of mathematics books for 4th preparatory (scientific and literary). In order to achieve the
goal of the research and answer his questions, the researcher has adopted the descriptive research
method and the content analysis method for the research sample. By using the content analysis card
with indicators of virtual validity. It includes categories of analysis or axes of analysis and represents
Learning methods and the their indicators according to the Filder - Silverman model of learning
styles, which classified students’ learning styles into several methods: ( Sensing Learners vs Intuitive
Learners , visual Learners vs verbal learners , inductive learners versus deductive learners , active
learners vs contemplative learners, sequential learners versus holistic learners).
The researcher has conducted the content analysis process for mathematics books for 4th preparatory
class (scientific and literary) according to specific steps and controls. To determine the level of
representation of some learning styles, using frequencies and percentages. As the results of the
analysis, it is obvious that the frequency totals for learning styles and their indicators are unequal,
and the percentages of their representation level in the content of mathematics books for the 4th
preparatory class (scientific and literary) are below the required level and this is realistic evidence
that some students’ learning styles have not been taken into consideration. The consideration when
preparing mathematics books for the 4th preparatory class (scientific and literary). Therefore, the
researcher recommends the need to pay attention to it and take into account the inclusion of all
students ’learning methods when preparing mathematics curricula in particular and books in general.

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