Content Analysis of the Ninth Grade Mathematics in the Republic of Yemen according to Future Thinking Skills

Abstract

This study aimed to analyze the content of the ninth-grade mathematics textbooks (parts one and two) in the Republic of Yemen to determine the extent to which basic future thinking skills—namely prediction,   visualization, problem-solving, and representation—are included. The study employed a descriptive-analytical approach, with the entire content of both textbooks serving as the sample. A content analysis form was used as the main tool for data collection, carefully recording and documenting the frequency of indicators for each skill. The results revealed variation in the degree of inclusion of these skills: problem-solving ranked first, accounting for 35.61% of total occurrences, followed by visualization at 25.42%, then representation at 23.85%, while prediction ranked last at 15.12%. Based on these findings, the study recommends revising and developing the curriculum content to achieve a better balance in incorporating all future thinking skills, with particular emphasis on enhancing prediction skills and their various indicators. The study also suggests integrating more activities and real-life applications that motivate students to employ these skills in diverse contexts, as well as providing necessary support for teachers to implement effective teaching strategies that nurture these vital skills to face future challenges.