Content Analysis of Jordanian Elementary Textbooks during 1970–2013 as Case Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to determine types of mathematic disciplines (in term of topics) in Jordanian Elementary textbooks. This study evaluates mathematics text books especially in the period between 1970 and 2013 and identifies types and quantities of mathematics. To examine the relative quantity of mathematics, branches of mathematics, presentation means, and methods, books were analyzed using content analysis protocols. As a result, this work has shown a significant increase in mathematics enhancement in terms of quality and quantity in Jordanian elementary textbook. Such enhancement is relevant to the advantage of new technology based on mathematical algorithms. In addition, this research has pointed out the growth in geometry while numbers of mathematics show a decline in return as of 2013. Based on this study the recommendation concluded is to further develop textbooks in order to meet NCTM requirements.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it