Comparative Study between Mathematics Curriculum in Jordan, Egypt, and Palestine for the Elementary Ninth Grade

This study aims at conducting a comparison between mathematics textbooks in elementary ninth grade that’s applied in Palestine and that is of Jordan and Egypt through discussing the following: 1- The variance of mathematical topics represented by each curriculum according to country. 2- The educational objectives that is being measured for the ninth elementary grade in (Palestine, Jordan, and Egypt). 3- The variance in the level of the education objectives that is measured for the elementary ninth grade according to Bloom scale. In order to achieve the study objectives, content analysis is used to compare and contrast the three mathematics curriculum applied in Jordan, Egypt and Palestine; the following results were found: - Two matching units out five were found; that is 40% (5:2) between Jordanian and Palestinian mathematics textbooks, the same result is found in Jordanian and Egyptian mathematical textbooks. While there is one matching units between Egyptian and Palestinian mathematical curriculum out of five units, in a percentage of (20%). - there is a significant variance in educational objectives rates in mathematical topics presented in the Jordanian , Egyptian, and Palestinian mathematics curriculums, the study found that comprehension level is higher in the Jordanian curriculums, on the other hand, analysis level is the highest in the Egyptian textbook than that of the Jordanian and Palestinian textbooks. - there is a significant agreement in the educational objectives rates for in mathematical topics presented in ninth grade textbooks in the level of structure and it was higher in both Jordanian and Palestinians textbooks while it was absent in the Egyptian curriculum. - there was an obvious shortage of educational objectives levels in mathematical topics presented in the ninth grade text books of Jordan, Egypt, and Palestine in the levels of (analysis, structure, and evaluation( while it is higher in the Palestinian textbook. On the light of these study findings, the researcher made the following recommendations: The necessity of preparing a teacher guide for the new Palestinian mathematics textbook that present teaching methods and educational activities, moreover; the guide should include the solution for the textbook exercises. In addition, there should be a merger between theory and application in the mathematical curriculum through presenting daily life example and a connection between other fields like science, social sciences, languages, and Islamic study.etc. - Conducting training courses and workshops for mathematics teachers that discuss the pros and cons of the new mathematics curriculum and the degree of achievements of the educational objectives. Finally, the researcher recommends the necessity of encouraging teacher to apply computerized lessons in the new Palestinian textbooks.