الفهرس 
الاطار النظرى للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The latter half of the twentieth century has witnessed globally and locally successive, in-depth, multiple, and radical changes in the mathematics curricula and teaching methods. This is in order to play its intended role in meeting this century challenges, and keep pace with contemporary trends.
Modern trends in teaching and learning mathematics have multiplied in different countries. This is because of the fact that mathematics is one of the essential basics of any scientific progress in all different areas, or of any activity undertaken by the individual during his day. So the link between mathematics and other areas on the one hand, and daily life on the other has become essential in our modern life.
The communication in language of mathematics, problem solving, thinking development, and connecting mathematical topics with other sciences are as common areas within the modern trends in teaching and learning of mathematics. This aims to develop the students’ basic concepts of pupils and their acquisition, rather than keeping by heart.
Mathematics is not just a way of helping people to think only, but it has become a special language. This language has its own symbols and terminology, which are used to communicate and exchange ideas according to clarity and accuracy. Thus, it is called language of science. It was used as the language of engineering and commerce, because people worldwide can use to connect and exchange regardless of differences in mother language. In addition, it is called ”the universal language”.
The math problems - posing and solving - are closely linked to both the mathematical connection and communication. They often are as a tool to link mathematics and its various branches on the one hand, and between them and other subjects and everyday life on the other hand. The language of mathematics - containing symbols and terminology - is used in posing mathematics problems, or in expressing the different solutions of the problem through one of the different mathematical forms of communication, such as writing or speaking or representation without losing sight of the role of reading and talking in understanding the problem and reaching the required parts.
The use of such criteria - the mathematical connection, communication, posing and solving the mathematical problems - in the mathematics curricula present many challenges for those who are involved in the educational process. They should keep up with these new curricula, whether in teaching or evaluation. These new curricula are completely different from traditional ones. This will make a different relationship between the teacher and these curricula on the one hand, and a reciprocal relationship between him and the pupil on the other hand. This will affect the teacher’s performance of teaching to ensure the success of teaching and learning process.