Content Analysis of Mathematics Textbook of Secondary School First Grade Based on William Rummy’s Technique and Bloom’s Cognitive Domain

Subject Areas : Research in Curriculum Planning

زهره کرمی ¹ (1کارشناس ارشد تکنولوژی آموزشی، مدرس پردیس‌های دانشگاه فرهنگیان، همدان، ایران)
پژمان اسد بیگی ² (2کارشناسی ارشد ریاضی کاربردی،)
مهدی کرمی ³ (کارشناس ارشد آموزش زبان انگلیسی، آموزش و پرورش استان همدان، همدان، ایران)

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2013-06-22

Keywords: Bloom&rsquo, s Taxonomy of Cognitive Domain, Mathematics textbook of secondary school first-grade, Content Analysis, William Rummy&rsquo, s Technique,

Abstract :

The aim of the present study was analyzing the text content and images of mathematics textbook of secondary school first-grade, 2011 edition, based on William Rummy’s technique and analysis of in-class exercises, activities and problems in lessons based on Bloom’s taxonomy of cognitive domain. The used methodology in this study was content analysis. The research population was mathematics textbook, 2011 edition of secondary school first-grade. The findings revealed that text engagement rate was 0.53, which indicated that this textbook was written in an active manner. The engagement rate of images was 1.2 and this showed that the pictures of the textbook involved the students in learning. In activity-based index-analysis of the textbook, the engagement rate of 0.75 indicated that it was activity-based. In the performed analysis based on Bloom’s taxonomy of cognitive domain, it was revealed that 81 percent of the exercises, activities and problems in the textbook are at comprehension level. This analysis showed that the number of exercises, activities and problems at higher levels of cognitive domain in this textbook are very few.