The study aimed to identify the degree of vertical and horizontal correlation of the mathematics course content for the intermediate stage, as well as to reveal the relationship between the vertical and horizontal correlation between the mathematics and science content in the intermediate stage. The researchers used the descriptive analytical approach, and the content analysis card as a tool for study, and the study population consisted of all the middle school mathematics books (student’s book for the three grades), whereby the researchers analyzed the content of all the books in question. The results showed the following:
- The vertical correlation ratios for the subjects of the second intermediate grade with the average first grade ranged between (11% - 100%), while the vertical correlation ratios for the average third grade subjects with the average second row ranged between (0% - 257%), and the horizontal correlation ratios for the content ranged Middle school mathematics curriculum with science between (0% - 88%) .
- There is no correlation at the level of statistical significance (0.05 ≤α) between the degree of vertical correlation of mathematics for the three intermediate grades and the horizontal correlation between mathematics and science in the intermediate stage.
- The researchers reached several recommendations, including: interest in the subject of vertical correlation in subjects that did not incite any correlation during the three grades in the intermediate stage, and attention to the subject of horizontal correlation with science and other materials that could be correlated with mathematics in the intermediate stage.
بن شبيب النفيعي, ضواي
"الترابط الرأسي والأفقي بين مقرر الرياضيات مع العلوم بالمرحلة المتوسطة,"
Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط: Vol. 36
, Article 10.
Available at: https://digitalcommons.aaru.edu.jo/jfe_au/vol36/iss11/10