The aim of this study was to analyze the content of the fifth-grade mathematics textbook in the academic year 1399-1400, using David Merrill's component theory. The research method of this article is descriptive and based on content analysis with a quantitative and qualitative approach and its statistical population is the fifth-grade mathematics textbook. A checklist was used to collect data. Findings show that: 1- The content of the fifth elementary mathematics textbook according to Merrill model, creates and develops a method content 2- According to Merrill model, the initial presentation (practice and evaluation section) in the content of the fifth elementary mathematics textbook is observed 3. According to Merrill's model, the secondary presentation method is not observed in the general expression section, but in the example and question expression section, it is observed in a desirable way. 4- According to Merrill model in the section of principles of presentation and evaluation, respectively the principle of separation (36/66); Difficulty level (27/55); The principle of matching (27/11) and the principle of diversity (18/66) have been observed.
sadr, A. (2021). Content analysis of fifth grade elementary math textbook using Merrill component theory. Journal of Pouyesh in Education and Consultation (JPEC), 1400(14), 169-192.
MLA
amene sadr. "Content analysis of fifth grade elementary math textbook using Merrill component theory", Journal of Pouyesh in Education and Consultation (JPEC), 1400, 14, 2021, 169-192.
HARVARD
sadr, A. (2021). 'Content analysis of fifth grade elementary math textbook using Merrill component theory', Journal of Pouyesh in Education and Consultation (JPEC), 1400(14), pp. 169-192.
VANCOUVER
sadr, A. Content analysis of fifth grade elementary math textbook using Merrill component theory. Journal of Pouyesh in Education and Consultation (JPEC), 2021; 1400(14): 169-192.
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