FORMULATING MATHEMATICS CONCEPTS IN THE KINDERGARTEN CURRICULUM, A COMPARATIVE STUDY BETWEEN THE FORMULATION OF MATHEMATICS CONCEPTS IN THE KINDERGARTEN CURRICULUM IN PALESTINE AND THE RECOMMENDATIONS OF THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS IN THE UNITED STATES OF AMERICA (NCTM,2001)

Abstract

This study aimed to determine the degree of compatibility between the standards of (NCTM, 2000) and the formula of concepts mentioned in the kindergarten curriculum in Palestine, and the standards received from the National Council of Mathematics Teachers in the United States of America (NCTM, 2000) for the kindergarten stage, and then define the concepts Related to mathematics and included in the curriculum related to kindergarten in Palestine, after which the degree of compatibility between standards and concepts was determined, and the extent to which the curriculum achieved standards in its cognitive structure was determined. Descriptive and analytical approach was used on the kindergarten curriculum. The results of the study showed the extent of compatibility between content and standards as follows: Concerning the field of numbers and basic operations, the agreement rate was 86%, and the amount of agreement in the formulation of concepts is very high, and with regard to the field of engineering and measurement, the compatibility rate was 71%, and the amount of agreement in the formulation of concepts is high. As for the field of data analysis and statistics, as well as patterns and relationships, the percentage of consensus was 75%, and agreement in conceptual formulas was high. The researcher recommended the necessity of full compatibility between the concepts contained in the curriculum and the standards related to the NCTM document, that the conceptual formulas be similar, and work to introduce technology into the educational learning process and link it to NCTM standards