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Name and Addresses:
Name: Essam Sulieman Essa Al-Shatnawi .Mail Address: P.O.Box 2813, 21110, Irbid, Jordan Email Address: esamshatnawi@ gmail.com esamshatnawi@ yahoo.com esamshatnawi@hotmail.com Home Phone: +962 2 7070704 :Cell Phone 785281620 962+

Actual Job: Member of Improving Mathematics Curricula, Department of Curricula and

School books/ Ministry of Education/ Amman, Jordan.

Personal Information:
Place & Date of Birth: Jordan, Zarqa, 01/01/1961. .Nationality: Jordanian .Marital Status: Married

Qualifications:
1. 2. 3. MA. Methods of Teaching Mathematics, Hashemite University, 2005, Grade, 3.5/4, Excellent. High Diploma. Teaching Mathematics,Yarmouk University, 2001,Grade, 84.8%, Excellent BSC. Mathematics & Computer ScienceYarmouk University, 1984, Grade, 67%, Pass.

Experiences: 1. Member of Improving Mathematics Curricula, Department of Curricula and School books/ Ministry of Education/ Amman, Jordan. (30/8/2012 now).
2. Math. Teacher for Secondary Schools i. M.O.E, Jordan, (20 Years). ii. iii. 29/08/1987 - 01/09/1993. 01/09/1998 29/8/2012.

M.O.E, Sultanate of Oman, (5 Years). Ministry of Defense, Jordan, ( 2 Years),

01/09/1993 - 31/08/1998. 01/12/84 - 25/09/1986. Member of Authorship Committee for School Math Curricula (M.O.E), .3 .Jordan

4. Member of Jordanian Design Groups, National Institute of Education (NIE), MOE, Jordan. 5. Member of Authorship Committee for E-Learning Design and Story board/ Instructional Design, Obeikan Company, Math Curriculums e-book Design. 6.Member of evaluation committees for curriculum and wrote mathematics books translated strings (Obeikan and the Butterfly, ElBaradei), Ministry of Education, Jordan. 7.Member of the e-learning instructional design Group or Story board writer for mathematics curriculum, from 1/6/2010 till now. Obeikan Research & Development Company, Amman, Jordan.

Languages: Arabic & English. Persons you can call:

1. Dr. Hani Al-Obaidi, Hashemite University, Zarqa, Jordan (sharifhani@yahoo.com). 2. T.A. Shadiah Garaibeh, Administration of Curriculums, M.O.E. Amman, Jordan. (ssg512@yahoo.com). 3. T.A. Fadel Shatnawi, Yarmouk University, Irbid, Jordan.

Skills:
1. ICDL Certificate, Ministry of Education, Jordan, 2004, (110 Hours). 2. The Intel, Teach to the Future, Ministry of Education, Jordan, 2005, (160 Hours). 3. Electronic Math Curriculums, Ministry of Education, Jordan, 2006, (30 Hours). 4. Windows 98, 2000, XP, VISTA. And Microsoft Applications: IT, World, Excel, PowerPoint, Access, Publisher and Internet. 5. Applications Software: SPSS. 6. Member of a week Design Retreat for National Institute of Education (NIE), Supported by Office of Her Majesty Queen Rania Al Abdullah, MOE and Teachers College-Columbia University, King's Academy, AmmanJordan, 21-24 July 2008. 7. E-Learning Design and Story board writer/ Instructional Design, Obeikan Company, Math Curriculums e-book Design for KSA.

Researches and Publications:

1. Al-Shatnawi, E. & Al-Obaidi, H. (2005). The Effect of Teaching According To Two Constructivists Learning Models on The Achievement of 9th Grade Students in Mathematics. Unpublished master's degree theses, Hashemite University, 2005. 2. Al-Shatnawi E. & Al-Obaidi H. (2006). The Effect of Teaching According To Two Constructivists Learning Models on The Achievement of 9th Grade Students in Mathematics. Jordan Journal for Social Researches, Yarmouk 2

University, Irbid, Jordan, 4, (2), 209-218. http://journals.yu.edu.jo/jjes/Issues/2006/Vol2No4.pdf 3. Al-Shatnawi, E. et al. (2007). Mathematics Students Book for 7th Grade, Department of Curricula and School books/ Ministry of Education/ Amman, Jordan. 4. Al-Shatnawi, E. et al. (2007). Mathematics Teacher Book for 7th Grade, Department of Curricula and School books/ Ministry of Education/ Amman, Jordan. 5. Al-Shatnawi, E. et al. (2009). Training materials Book for the training of new mathematics teachers and in-service, Queen Rania Teachers Academy, Ministry of Education, Amman, Jordan. 6. Al-Shatnawi, E. et al. (2010). Mathematics Students Book for 2nd Grade, (Adult literacy Program), Department of Curricula and School books/ Ministry of Education/ Amman, Jordan. http://92.253.126.149/cgibin/catweb.cgi?cat=bookcat&template=Book.xsl&filter=ID=7 7. Al-Shatnawi, E. et al. (2010). Mathematics Students Book for 4th Grade, (Adult literacy Program), Department of Curricula and School books/ Ministry of Education/ Amman, Jordan. http://92.253.126.149/cgibin/catweb.cgi? cat=bookcat&template=Book.xsl&filter=ID=8 8. Al-Shatnawi, E. & Al-Shatnawi, F. (2012). The Discriminative in Mathematics: Mathematics Real and Calculus, Under Preparing Book. MA Dissertation Abstract: The Effect of Teaching According To Two Constructivists Learning Models on .Achievement of 9th Grade Students in Mathematics .By: Essam Sulieman Essa Al-Shatnawi (Supervisor: Dr. Hani Ibrahim Sharif Al-Obaidi, (sharifhani@yahoo.com :Abstract This study investigated the effect of teaching according to two constructivist learning models on achievement of 9th grade students in mathematics, compared with the traditional method. Two models of learning cycle were used; The Constructivist Strategies for Teaching (CST- M), and the one which was developed by Bybee which is known as the (5E's-M). The sample was composed of (105) ninth grade students, in three equivalent sections randomly assignment as two experimental were taught by constructivist models, the third used the traditional method as control group, all were taught for (32) days. A test based on the four mathematical dimensions: concepts, generalizations, skills, and problem solving was constructed. It was applied on the three groups before and after the treatment. The results of the study revealed that there were significant statistical differences at ( = 0.01) in the achievement of 9th grade students in mathematics and in concepts, generalizations, and problem solving in favor of the two experimental groups attributed to the methods of teaching due to the constructivist perspective. They showed that there was no significant statistical difference at ( = 0.01) in the achievement of 9th grade students in skills dimension. The results also revealed that there was no significant statistical difference at ( =0.005) between the averages of the two experimental groups attributed to the methods of teaching. 3