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Faculty of Literature and Humanities, University of Gilan, Gilan, IRAN.
Abstract
The purpose of this study is to analyze the book of the ninth grade mathematics textbook year of 2018 - 19. This research is descriptive and uses content analysis method, which is in the target group in the applied research group . In this study , statistical sample was substituted for better and more accurate inference of the statistical Society . The data collection tools in this study include William Romey's content analysis form and Bloom's new classification of cognitive domain. Based on the coefficients of William Romey's content analysis form, the results show that the the book of the ninth grade mathematics was active in the text section ( including text and activities ) and was active in the pictures section in most chapters and in the questions section ( including exercises and work in Classes ) have been written at a high levels of Bloom's cognitive domain .
Askari Robati, D. H. and Khalili Kelaki, Z. (2020). Content analysis of the ninth grade mathematics textbook based on William Romey's technique and Bloom's cognitive domain. Research in Science Education, 6(19), 30-39.
MLA
Askari Robati, D. H. , and Khalili Kelaki, Z. . "Content analysis of the ninth grade mathematics textbook based on William Romey's technique and Bloom's cognitive domain", Research in Science Education, 6, 19, 2020, 30-39.
HARVARD
Askari Robati, D. H., Khalili Kelaki, Z. (2020). 'Content analysis of the ninth grade mathematics textbook based on William Romey's technique and Bloom's cognitive domain', Research in Science Education, 6(19), pp. 30-39.
CHICAGO
D. H. Askari Robati and Z. Khalili Kelaki, "Content analysis of the ninth grade mathematics textbook based on William Romey's technique and Bloom's cognitive domain," Research in Science Education, 6 19 (2020): 30-39,
VANCOUVER
Askari Robati, D. H., Khalili Kelaki, Z. Content analysis of the ninth grade mathematics textbook based on William Romey's technique and Bloom's cognitive domain. Research in Science Education, 2020; 6(19): 30-39.
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