Content analysis of the seventh grade mathematics textbook based on William Romey's technique, Guildford factors of creativity and Anderson's cognitive domains

The aim of this research is to evaluate the mathematical content of seventh grade mathematics textbook from the aspect of how the content is active using the technique of William Romey, how the content concerns creativity in conformity with Guildford factors of creativity, studying the content according to Anderson taxonomy of cognitive domains finally analyzing the textbook considering the distribution of contextual problems. The method used in the study is content analysis. The population is the seventh grade mathematics textbook in the year 2019-20, published by the Ministry of Education of I.R.Iran. The findings of this study indicate that the content of the textbook has an excessive view toward the methods of active learning. Considering cognitive domains, the content has paid much attention to procedure knowledge, whereas analysis of the book according to mental processes and creativity model indicates that less attention has been paid to foster mental processes and high levels of creativity. In the whole book, no attention has been paid to the category of creation. On the aspect of distribution of contextual problems and the use of mathematics in everyday life, little attention has been paid to the relationship between mathematics and the real life.