The degree to which twenty-first century skills are included in the mathematics textbook for the fourth-year average from the point of view of mathematics professors

Abstract

This study aimed to identify to what extent twenty-first century skills are included in the content of the textbook of mathematics for the fourth year of middle school education for the school year 2022/2023. The study was conducted on a sample of 123 mathematics teachers working in middle schools in the town of Jijel. In order to collect data and achieve the objectives of the study, the researcher relied on the descriptive analytical method and the questionnaire as the main tool for collecting data which includes 16 questions or points the questioner items constructed according to two categories. The first category was based on demographical information such as sex qualifications and work experience. The second category was demonstrating number of othere factors sus as critical thing – digtal culture - communication – self –learning. In terms of statistical analysis, the study used the arithmetic mean and standard deviation to analyze the results.

The results of the study revealed that the degree of inclusion of twenty-first century skills in the textbook of mathematics for the fourth year of middle school education was high. The communication skill ranked first with a high degree of inclusion, followed by the self-learning skill with a high degree of inclusion as well. The critical thinking skill ranked third with a moderate degree of inclusion, and in last rank was the digital culture skill with a moderate degree of inclusion.

In the light of these results, the study recommended the necessity of raising the level of inclusion of critical thinking and digital culture skills in the content of the textbook of mathematics for the fourth year of middle school education, because they are among the necessary skills to face the challenges of the twenty-first century and the world.