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100	1		_aZein, Zeinab Fouad _gMaster
245	1	0	_aWhat ninth grade Lebanese students find interesting and useful in mathematics and its reflection in the curriculum
260			_aBeirut _bAmerican University of Beirut - Faculty of Arts and Sciences - Department of Education _c2006
300			_a173 pages
500			_aالنوع : Mémoire
520	3		_aStudents' perceptions of the interest and usefulness of certain mathematical top ics and processes and their reflection in the curriculum was studied in four pri vate schools in Lebanon. Two of the schools were of high-upper middle social eco nomic status (SES) and two schools were of lower middle-low SES. The participant s were 204 ninth grade students and their five mathematics teachers. The data wa s collected by student and teacher questionnaires developed for this study. In a ddition interviews were done with a sub-sample consisting of 10% of the particip ating students. The results showed that the students found most of the topics and processes inte resting and useful. The reasons students considered the topics and processes int eresting or uninteresting were categorized into the following: if topics/process es have benefit to the student, if topics/processes develop mental abilities, if topics/processes are difficult, if topics/processes are motivating, and if topi cs/processes are liked. The reasons students perceived the topics and processes as useful or not useful were mainly related to the benefit they can give to the student. The results also revealed a significant positive correlation between th e students' interest views and usefulness views for the topics and processes inv estigated. Furthermore, the students were able to express in their own words wha t it meant to be interesting and useful. The reflection of the students' views i n the curriculum revealed only one significant correlation between the students' interest views and the processes in the textbook exercises. On the other hand, there was no significant relationship between the percentages of exercises and s tudents' usefulness views. Finally, there were no significant relationships betw een the students' views of interest and usefulness with the allocated number of hours given to the topics, and the amount of usage of the processes in the class room. The implications of the results dealt with possible ways to make topics and proc esses more interesting and useful to students by including issues that interest students and discussing the usefulness of the content studied. Other implication s address the teacher perceptions, recommendations regarding the mathematics tex tbook, and the value of questionnaires.
650		4	_aCurriculum Les Attitudes et conceptions des étudiants
650		4	_aCycle moyen L’enseignement du Maths
650		4	_aIntermediate Education Math education Curricula Students Attitudes and Conceptions
650		4	_aالمرحلة المتوسطة تعليم الرياضيات المناهج مواقف الطلبة وتصوراتهم
856			_uhttp://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/201%2C316%2C316%2CB/frameset&FF=X%28education+and+depa
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