The extent to which the secondary school mathematics book includes systematic thinking skills

Abstract

The current study aimed to identify the extent inclusion of the first-grade secondary school mathematics book included systematic thinking skills. To achieve the study objective, the analytical descriptive approach was used. The researcher relied on the content analysis card according to the systematic thinking skills, which included (15) main skills and (42) indicators. The results of the study showed that the first-grade secondary school mathematics book was interested in including systematic thinking skills in a varying manner, as it included skills in the current order: determining the ratio and result, building a standard, arranging and setting priorities and making sequences, seeing a relationship and building patterns, classification, composition - synthesis, conducting a measurement, guessing, predicting - expecting, comparing and contrasting, identifying properties, grouping / tabulating, differentiating between similar and different, conducting observation and seeing relationships, reflective capacity, identifying traits or characteristics. In light of the results reached by the study, the researcher recommends developing the mathematics curriculum for the intermediate stage in a manner consistent with coordination thinking skills.