الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Mathematics plays an important role in any scientific progress. It
is one of the most important and vivid subjects for containing
knowledge and skills which enable the pupil to think in a sound way in
different situations that face him. The mathematics teacher, then, should
be able to comprehend mathematical knowledge and skills and their
implications in other academic syllabuses and different life fields. The
elementary stage is considered one of the most important educational
stages where it is considered the beginning of the educational system. It is
therefore, essential where in the pupil acquires concepts, skills, some
thinking styles, and attitudes which help him in continuing his Iearning
and preparing him for life through subsequent stages.
Based on what is cited above, the importance of preparing the
elementary teacher generally and the mathematics teacher in partkular is
thought to be of ultimate necessity. Therefore, previous studies, most
research, conferences and sessions are interested in compiling preparing
the mathematics teacher for the elementary stage in faculties of
education. So ministry of education carried out the recommendations
provided by educators in their research and cunferences. It issued a
ministerial decision (n. 866), 6-9-1988, which insists on preparing the
elementary stage teacher in faculties uf education, this desciOil divid~d
the academic plan into four departments including Arabic, religious
studies, social studies, science and mathematics.
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Concerning preparing the mathematics teacher in this plan does
not include objectives whether general or related to the syllabuses. The
student teacher who is specialized in mathematics begins studying
mathematics syllabuses in the third year. The plan does not determine
the content for all mathematics syllabuses where it is confined only to
the names of syllabuses. This plan does not show whether to follow the
classroom-teacher system or the subject-teacher system. It also does not
include a syllabus in academic mathematics and this is what
recommended by conferences and studies. Furthermore, the plan does not
identify those who are going to teach the mathematics syllabuses for
literary students (general certlf’lcatej first and second years.
Problem of the study:
This lies in how to prepare a program for mathematics teachers,
elementary stage, faculties of education. This needs us to answer the
following questions:
1- What critiria should be adequate in the program of preparing the
mathematics teacher (objectives and content) in the elementary
stage, faculties of education?
2- What is the reality of preparing mathematics teachers, elementary
education in Egypt in the light of these critiria?
3- What is the approprtate form of a suggested program for
preparing mathematics teachers, elementary education, faculties of
education?
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4- What is the effectiveness of a unit of the suggested program in
the light of determining its objectives?
Asmmption of the study:
Tile present study thus is confined to the following assumptions:
1- Learning is a profession having its fundamentals and requires a
scientific preparation in advance. It then puts the responsibility of
this preparation on the part of’ the faculty of education.
2- The process of preparing mathematics teachers is a dynamic and
developed one entailing creating a continueous development the
programs of preparing teachers in order to promote the level of
teachers’ performance.
Limitation of the study:
Tljls study is limited to these:
1- The academic aspect in pj-epar ing the mathematics teacher,
elementary.
2·- Sample of the study is selected from elementary students which
includes:
a- Mathematics department, fourth year faculties of education
in Egypt for applying me evaluative study.
b- Literary specialization, second year, faculty of education,
Benha for applying the experimental study.
3- Measuring the effectiveness of the suggested program through
applying the ”unit of probabilities principles”.
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Hypotheses of the study:
The study tried to check these hypotheses:
1- The present academic preparing program in faculties of education
does not lead to acquiring students, ·elementary education,
mathematics department, the subjects which they should stUdy and
are included on the test as a whole.
2- The present academic preparing program, faculties of education,
does not lead to acquiring students (elementary education,
mathematics specialization, faculty of education the SUbjects which
they should study and are included through these classes:
• Algebra.
• Geometry and Arithm~ltic of Trigonomeetrical.
Calculus and differential equations.
Numerical analysis and. theory of numbers.
Statistics and probabilities.
Mechanic.
••••
•
Computer.
Mathematics history.
School mathematics.
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3- The organized unit applied is effective in the achievejaent of
concepts, generalizations, mathematical skills as measured by Blake
formula.
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]lTocedures of the study:
To answer the questions of the study and to confirm the validity
tlf the study hypotheses these steps are followed:
First:
Determining the criteria which should be included In the
’nathematics preparing program, elementary stage (objectives and content)
:md this is through:
1- Reviewing previous studies (Arabic and Foreign) in the field of
generally preparing the elementary teacher and mathematics in
particular.
2- Reviewing different writings for the experts who are interested in
this field to determine the essential subjects which should be
dealt with in the preparing programs for the elementary stage of
the mathematics teacher.
3- A theoretical background about the nature of mathematics in the
elementary stage and the requirements of it.
4- Using some projects and Arabic and Foreign programs in the field
of preparing the mathematics teacher for the elementary stage.
S- Investigating the content of mathematics books at the elelllentary
and secondary stages.
6- Extracting a list of criteria ·objectives and content) wbldl should
be adequate in the program of preparing mathematics teadlen for
the elementary stage.
7- Showing the list to a jury (specialists of mathematics and teaching
methods) in order to make sure of the soundness of the ~tific
material on the list and its appropriatness to elementary studeats.
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Second:
Determining the reality of preparing the mathematics teacher for
the elementary stage through:
1- Preparing a diagnostic test to the mathematics fourth year
students in the light of the criteria cited above and showiag it to
a group of experts in the field to make sure of its validity for
measurement.
2- Computing the test valid it)’ through (extreme-comparison method,
and split-half where the reliability coefficient is (0.88)0 The items
of this test are analyzed. The final form of this test consists of
(80) items.
3- Applying the test to groups of elementary fourth year students
mathematics in faculties of education, Benha, Shibin EI Koum,
Mansoura, zagazig, Helwan, Kina, Sohag, EI-Minya, Aswan.
4- Registering data and extracting the results of the study.
Third:
Preparing the suggested form for the program of the academic
preparation of the mathematics teacher, elementary education, faculties of
education distributed through:
1- Using the criteria of the program (objectives and content) which
are previously determined.
2- Depending on the results of the test (mentioned in the second step).
3- Putting the initial form for the suggested program distributed
through the four academic years reflecting the general pia. of the
study, its content, its system (objeetives and content).
4- Showing the program to a ~~roupof experts to Julge its validity.
5- Putting the suggested program in its final form.
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Fourth:
Measuring the effectiveness of the suggested program. This is
achieved through:
1- Preparing a unit of probabilities principles and its sUb-subjects. It
includes (objectives, content, methods of teaching, aids,
instructional activities and evaluation).
2- The teacher’s guide for the unit of probabilities principles.
3- A test for measuring the learning aspects implied in the unit.
4- Showing the unit and the teacher’s guide to a group of experts
in the field to make sure of its validity for measuresseat and
application.
5- Applying the test as a pre-test.
6- Teaching the unit to the study group consisting of (122) students.
7- Applying the test as a post test.
8- Registering data and extracting the results.
Fifth:
The results of this study indicated that:
1- Concerning the results of the evaluative study:
The present academic program of preparing mathematics teachers
does not lead to acquiring the students, (elementary edueat_), the
subjects which they should study and which are implied in the teIt as a
whole through its nine.
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This lReans that the level of the present academic preparatloll (for
mathematics teachers, elementary education, faculties of educatiOB) Is low
and does not enable the students-teacher acquire more mat”-.atical
knowledge and subjects needed in playing their various roles .DI’uly in
the instructional process.
2- Concerning the results of the experimental stUdy:
The results indicated that the procedures followed in teacWng the
experimental unit are effective where they achieved specified objectives.
AlSO, the effectiveness of this nperimental unit is checked by using
Black formula. Thus success of the teaching of the unit ”principles of
probabilities” as one of the program units, (Which are suggested to
prepare mathematics teachers, elementary stage in faculties of education),
is a remark for the success of the program and its effectiveness in
achieving the target objectives.