Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030

Mansour Alabdulaziz

doi:10.29333/ejmste/109328

Full Text (PDF)

Mansour Alabdulaziz ¹ ^*

More Detail

¹ Department of Curriculum and Instruction, College of Education, Imam Abdulrahman Bin Faisal University, Dammam 31451, SAUDI ARABIA^* Corresponding Author

Abstract

The aim of this study is to improve the quality of the mathematics curricula in Saudi universities by investigating the required changes in mathematics curricula in order to satisfy the demands of the Saudi Vision 2030. The researcher used qualitative methods to answer the research questions by randomly selecting a sample composed of some faculty members who specialised in curricula and methods of teaching mathematics. In addition, some of undergraduate and postgraduate students. I founded that the current mathematics curriculum in Saudi universities lacks some important requirements and needs to be changed in order to satisfy the demands of Vision by including what is important for the integration of technology into the undergraduate and postgraduate mathematics curriculum. Furthermore, the mathematics laboratory must be an integral part of the curriculum. Moreover, problem-solving ought to be at the centre of a mathematics curriculum. This study concludes with recommendations regarding future research.

Keywords

Saudi Arabia’s Vision for 2030
development of mathematics curriculums
Saudi universities

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2019, Volume 15, Issue 12, Article No: em1787

https://doi.org/10.29333/ejmste/109328

Publication date: 11 Jul 2019

Article Views: 2756

Article Downloads: 1259

Open Access References How to cite this article

References

Abdul Salam, M. A. (2006). Developing the Educational Curriculum to Fulfill the Requirements of Development and Meet the Challenges of Globalization. A Research Presented to the Conference of Qualitative Education and its Role in Human Development in the Era of Globalization, the 1st Scientific Conference of the Faculty of Special Education, Mansoura University on April, 12-13, 271-310.
Alabdulaziz, M., & Higgins, S. (2016). Obstacles to Technology use When Addressing Saudi Primary Students’ Mathematics Difficulties. International Journal of Engineering Research & Technology (IJERT), 5(10), 412- 417. Retrieved from http://www.ijert.org.
Aldiab, A., Chowdhury, H., Kootsookos, A., & Alam, F. (2017). Prospect of eLearning in Higher Education Sectors of Saudi Arabia: A Review. Energy Procedia, 110, 574-580. https://doi.org/10.1016/j.egypro.2017.03.187.
Alhomairi, A. O. (2018). A Proposed Perspective for Developing Science Curriculum for the Upper Primary Grades in accordance to Saudi Arabia’s Vision for 2030: An Analytical and Descriptive Study according to Delphi Method. International Journal of Higher Education, 7(1), 96- 86. https://doi.org/10.5430/ijhe.v7n1p69.
Al-Maimooni, M. (2016). A one trillion riyal non-oil revenue approaching: Deputy crown prince reveals 13 national initiatives for Kingdom’s future Vision 2030. Al-Yaum Newspaper. Retrieved from http://www.alyaum.com/article/4133366.
Alzahrani, A. K. (2017). Markets and language policy in Saudi Arabia: how the English language can contribute to the success of the Saudi vision 2030. International Journal of English Language and Linguistics Research, 5(6), 1-12. Retrieved from https://www.eajournals.org.
Al-Zahrani, N. O. A., & Rajab, H. (2017). Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030. International Journal of English Language Education, 5(1), 83-99. Retrieved from https://doi.org/10.5296/ijele.v5i1.10733.
Alzahrani, N., & Rajab, H. (2017). Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030. International Journal of English Language Education, 5(1), 83-99. https://doi.org/10.5296/ijele.v5i1.10733.
Anderson, J. (2009). Mathematics Curriculum Development and the Role of Problem Solving. ACSA Conference 2009. Retrieved from https https://www.researchgate.net/publication/255630930_Mathematics_Curriculum_Development_and_the_Role_of_Problem_Solving.
Bybee, R. W. (2010). The Teaching of Science 21st Century Perspectives, National Science Teachers Associations. Arlington: NSTA Press.
Gadanidis, G., & Geiger, V. (2010). A social perspective on technology enhanced mathematical learning— from collaboration to performance. ZDM, 42(1), 91-104. https://doi.org/10.1007/s11858-009-0213-5.
Kaput, J. J. (1992). Technology and mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, (pp. 515–556). New York: MacMillan Publishing Company.
Kuku, A. O. (2012). Mathematics as a time-tested resource for scientific, technological, socioeconomic and intellectual development. Distinguished Mathematics Lecture delivered at the University of Ibadan. Ibadan: Ibadan University Press.
Mathematical Sciences Education Board. (1990). Reshaping school mathematics: A philosophy and framework for curriculum. Washington, DC: National Academy Press.
National Commission for Academic Accreditation & Assessment. (2015). National Qualifications Framework for Higher Education in the Kingdom of Saudi Arabia.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and web 2.0: Transformation of teaching and learning. Tech Trends, 53(5), 80-85. https://doi.org/10.1007/s11528-009-0329-z.
Okereke, S. C. (2006). Effects of prior knowledge of implications of mathematical tasks /concepts to career types and gender on students’ achievement, interest and retention. In U. Nzewi (Ed), STAN procedures of the 47th Annual conference, 253-259.
Okigbo, E. C., & Osuafor, A. M. (2008). Effect of using mathematics laboratory in teaching mathematics on the achievement of mathematics students. Educational Research and Review, 3(8), 257-261. Retrieved from http://www.academicjournals.org/ERR.
Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning, 15(1), 1-20. https://doi.org/10.1007/s10758-010-9158-6.
Saudi Arabia’s Vision for 2030. (2017). Education. Retrieved from http://vision2030.gov.sa/ar/node/188.
Shalabi, N. M. (2014). A Proposed Framework for Integrating Skills of the 21st Century into Science Curriculum for the Basic Education in Egypt. International interdisciplinary Educational Journal, 3(10), 1-33.
Srinivasa, N. (1978). A Laboratory for teaching mathematics. JSTAN, 9(1), 22-24.
Stacey, K. (2005). The place of problem solving in contemporary mathematics curriculum documents. Journal of Mathematical Behaviour, 24(3-4), 341–350. https://doi.org/10.1016/j.jmathb.2005.09.004.
Suh, J., & Moyer, P. S. (2007). Developing students’ representational fluency using virtual and physical algebra balances. Journal of Computers in Mathematics and Science Teaching, 26(2), 155-173.
Ukeje, B.O. (2002). Production and retention of mathematical sciences teachers for Nigerian educational system. In S. O. Ale & L. O. Adetula (Eds) (2005), Reflective and Intellectual Position papers on mathematics Education Issues, pp 80-102. Abuja; Marvelous Mike Nigeria Ltd.
Waits, B. K., & Demana F. (2000). Calculators in mathematics teaching and learning: Past, present, and future. In M. J. Burke & F. R. Curcio (Eds.), Learning mathematics for a new century (pp. 51–66). Reston, VA: National Council of Teachers of Mathematics.
Wheeler, D. (1967). Curriculum Process. London: University of London Press.
Yusuf, N., & Atassi, H. (2016). Beyond Oil – The Transformation to a Market-Based Approach: Envision Saudi Arabia 2030. Journal of Economics and Sustainable Development, 7(14), 20-24.

How to cite this article

APA

Alabdulaziz, M. (2019). Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1787. https://doi.org/10.29333/ejmste/109328

Vancouver

Alabdulaziz M. Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030. EURASIA J Math Sci Tech Ed. 2019;15(12):em1787. https://doi.org/10.29333/ejmste/109328

AMA

Alabdulaziz M. Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030. EURASIA J Math Sci Tech Ed. 2019;15(12), em1787. https://doi.org/10.29333/ejmste/109328

Chicago

Alabdulaziz, Mansour. "Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 12 (2019): em1787. https://doi.org/10.29333/ejmste/109328

Harvard

Alabdulaziz, M. (2019). Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1787. https://doi.org/10.29333/ejmste/109328

MLA

Alabdulaziz, Mansour "Changes Needed in Saudi Universities’ Mathematics Curricula to Satisfy the Requirements of Vision 2030". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 12, 2019, em1787. https://doi.org/10.29333/ejmste/109328