Instruction for Mathematics and Science in Primary and Lower Secondary Grades

For Grades 1 to 10, mathematics constitutes 15 percent of total instructional time. Students study mathematics for five periods per week, with each period lasting 45 minutes. In every grade, 10 to 19 percent of total instructional time is allocated to science. Students receive science instruction for three to five periods per week in Grades 1 to 8, and for seven periods per week in Grades 9 and 10. In addition, in Grades 9 and 10, physics, chemistry, and biology are allocated two periods per week, and earth science is allocated one period per week.

Grade at Which Specialist Teachers for Mathematics and Science are Introduced

Beginning in the fourth grade, students are taught by specialist teachers in mathematics and science. At minimum and in accordance with national law, teachers must hold a bachelor’s degree to instruct any subject that includes mathematics and science.

Instructional Materials, Equipment, and Laboratories

The Ministry provides regularly updated lists of equipment and laboratory tools required by the school curriculum. Some tools and pieces of equipment are purchased from external suppliers while others are produced locally. The materials and equipment are distributed to schools, and the Ministry receives feedback with respect to modifying and updating school laboratories. Because the Ministry emphasizes decentralization, schools allocate a portion of their budget to purchasing materials and equipment.

For all students in Grades 7 to 12, schools have quality materials and equipment to support instruction. Age-appropriate curriculum materials and equipment are used to make teaching more effective. An inventory review of all equipment is performed on a regular basis to ensure that materials remain up-to-date and that equipment and tools are in good condition.

Use of Technology

In a knowledge economy, the ability to use Information and Communications Technology (ICT) is essential. In Jordanian education, ICT has become one of the most important tools for acquiring information, communicating, and developing new ideas. For the last decade, Jordan has been a regional model for the use of ICT in education.

Many schools in Jordan have high speed Internet access, and students and teachers are able to take advantage of technology in a variety of ways applicable to many subjects (e.g., English, Arabic, mathematics, science, and civics). Examples of using technology as a learning tool in Jordanian schools include the following:

Using online material available for students and teachers at the Ministry portal (e.g., science, mathematics, ICT, and English)
Accessing information on the Internet
Creating graphs from data
Using educational software
Developing multimedia presentations
Searching for references on a CD-ROM encyclopedia

In addition, many professional development programs for teachers, supervisors, and senior administrators focus on using technology, such as the International Computer Driving License, Intel’s Teach to the Future, and WordLinks. The Intel and WordLinks programs train and encourage teachers to employ project-based learning.

To support the needs of a variety of learning styles, the Ministry has developed knowledge centers, or innovative school libraries, to enhance the student-centered approach to learning. The Ministry has provided financial support to create knowledge centers within schools, which offer a pleasant and welcoming environment for both students and teachers. Specifically, knowledge centers have seating and study spaces for students as well as open access shelving for books, newspapers, magazines, audio and video tapes, CDs, DVDs, and computer software.

Accommodation Policies for Instruction and Testing

Current teacher practices in Jordan include a variety of teaching styles that take into account the individual differences between students based on written tests before, during, and after instruction as well as teachers’ direct observations that are recorded during the instructional periods. Furthermore, teacher guides include advice on optimal instruction methods designed to suit students’ abilities to ensure that students will achieve lesson objectives. For example, keeping student groups small and granting time extensions and additional lessons are common practices among teachers.

At the national level, the MoE supports gifted students by promoting them to a higher class suitable to their capabilities, and there are special schools established for gifted students such as the Jubilee School and the King Abdullah II Schools for Excellence.¹¹

On the other hand, there are special schools for students with disabilities in various regions of the kingdom, such as Al-Amal School for the Deaf. Moreover, the MOE has instituted the following measures to facilitate the accommodation of students with learning disabilities:

Curricula have been amended to include children with special needs to deal with each type of disability
Because of the shortage of specialists (teachers, counselors, and other specialists), the MoE has continued efforts in specialized training of in-service staff and of scholarships for more advanced teacher training¹²