مستوى تحليل كتاب الرياضيات سنة خامسة إبتدائي وفق نظرية الذكاءات المتعددة

Résumé: This research aims to analyze the content of the mathematics book for the fifth year of primary school according to the theory of multiple intelligences, and to know the frequencies of each intelligence and the percentages and according to the standard that was determined by the two researchers. analysis tool) for the types of multiple intelligences, and its validity was confirmed after it was presented to a group of arbitrators and specialists in the field of education sciences, as the tool consisted in its final form of (67) indicators distributed over (10) types of multiple intelligences (logical-mathematical intelligence _ visual-spatial intelligence Emotional-emotional intelligence-social intelligence-linguistic-verbal intelligence-bodily motor intelligence-natural intelligence-rhythmic musical intelligence-spiritual existential intelligence-personal intelligence.Frequencies and percentages and setting frequency tables to empty the content of the analysis form for the subject of the study from all the lessons (consisting of four starting positions) for the book. next: •The mathematics book for the fifth year of primary school gets (3972) repetitions distributed over 10 intelligences, as the logical mathematical intelligence got the first place with (2719) repetitions and a percentage of (68.45%), and this is what benefits the student in acquiring mathematical skills and developing his mental abilities. •Visual-spatial intelligence ranked second in the mathematics textbook for the fifth year of primary school, with (585) repetitions and a percentage of (14.72%). •I had the rest of the types of intelligence with a small number of frequencies and percentages, which were emotional and emotional intelligence _ linguistic intelligence _ social intelligence _ natural intelligence _ physical intelligence _ personal intelligence _ existential intelligence _ musical intelligence, and this is due to the nature of the school educational material and the nature of the ministerial curriculum, but this is not It means that the rest of the indicators are not important in the mathematics book, and this is due to the concern of the authors of the book about the rest of the indicators, which in turn increases the effectiveness of developing the cognitive abilities of the learners. •The mathematics textbook for the fifth year of primary school is rich in logical and mathematical intelligence indicators, but it is neglected for the rest of the remaining nine intelligence indicators. •Completing the research, the two researchers suggested: Carrying out studies similar to the current study on the content of mathematics books for the primary year .

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