تفاصيل الرسالة العلمية

The purpose of this study was to investigate the status of number sense skills exhibited in mathematics textbooks for the basic educational stage in Jordan. The study sample consisted of the mathematics textbooks for fourth, fifth and sixth grades for the scholastic year 2015/2016. The study instrument consisted of a list of the following number sense skills : reading and writing numbers, identifying numbers, comparisons and relations between numbers, arithmetic processes (addition, subtraction, multiplication, division), representing numbers in different forms, estimation, evaluating mathematical statements, mental computation and word mathematical problem solving. Descriptive statistics of frequencies and percentages of number sense skills exhibited in the activities, the examples, and the evaluating question of the textbooks. The results of the study revealed that the mathematics textbooks had given clear attention to developing number sense skills. The prevailing skills of number sense found in the textbooks were as follows (in descending order): arithmetic processes (addition, subtraction, multiplication, division), word mathematical problem solving, identifying numbers, representing numbers in different forms, comparisons and relations between numbers, reading and writing numbers, evaluating mathematical statements and finally mental computation