A Suggested Perception for A Unit in Mathematics at Middle School in Light of the Nanotechnology Standards

Abstract

The research aims to present A Suggested perception for a unit in mathematics at middle school in light of the nanotechnology standards. The research community formed from the main and sub-topics included in the content of the six books for the intermediate stage in its first and second semesters of the academic year (1440/1441 AH), and the research sample was defined in all elements of the research community (comprehensive survey). The descriptive-analytical approach was used to achieve the objectives of the research, by preparing a list of nanotechnology standards to analyze the contents of mathematics books for the three grades in the intermediate stage in the light of these standards. By using the iterations and relative weights as statistical treatments, the results of the research resulted in ten standards for nanotechnology that are required in the mathematics curricula for the intermediate stage, and the results also showed that most of the nanotechnology standards are not included in the targeted mathematics books except for the following indicators: (2), (6), (19) (22), (23), (51), (55), (56) where these indicators are available in math books that have been analyzed to a low degree. Also, the criterion (measurement when displaying nanotechnology) and the criterion (reasoning when displaying nanotechnology) were found in mathematics books with a low degree, and in light of these results, a concept for a proposed unit in intermediate-level mathematics was built based on standards of nanotechnology concepts. The research recommended based on the suggested perception in this research to build units of study in mathematics that help in developing applications of nanotechnology in mathematics among students.