Study of the content of textbooks in terms of sequencing and sequencing of the same subjects in the secondary school
Vahid Fallah and Najibeh Akbarzadeh Amirdehi
Abstract
Textbooks in the education system and curriculum of the country are of particular importance, so that most of the education activities of the textbook and its contents are carried out. Considering the role and importance of textbooks, selecting, arranging, organizing and organizing content for textbooks, they have been assigned to curriculum design. The present study seeks to review the content of textbooks in terms of sequencing and sequencing of similar subjects at secondary level. In order to realize the goals set forth in this research, as well as study questions, a descriptive study of content analysis has been used. The statistical population of this study includes all secondary school textbooks published in 1396. The statistical sample of this study is a high school mathematical book (bases 10, 11 and 12). The findings indicate that the results of the content analysis of the 10th, 11th, and 12th basic mathematical books have 58, 53 and 51 concepts (content axis), respectively.
Key words: Content of textbooks, sequences, sequences, similar aspects
