المتطلبات التدريبية لمدرسي المرحلة الإعدادية المتعلقة بمحتوى كتب الرياضيات و اليات تنفيذه وفقا للمعايير العالمية

الملخص EN

The research aims to identify the training requirements for middle school teachers related to the content of mathematics books and the mechanisms for its implementation in accordance with international standards.

The descriptive analytical method was used to analyze the content of (NCTM) to prepare a list of school mathematics standards.

training they have.

The research sample consisted of (30) teachers of mathematics in middle and high schools (who teach middle school).

The researcher prepared the research tool represented in the identification of training requirements consisting of (34) paragraphs, each of which represents an indicator of one of the school mathematics standards for content standards and operational standards.

To a large degree, to a moderate degree, to a small degree, to a very small degree) was applied to the research sample in the second semester of the year (9201-2020).

The researcher used a number of appropriate statistical methods for the objectives of the research, whether in its procedures or in analyzing its results, including the Pearson correlation coefficient and the Alpha Cronbach equation The results of the research showed that there is no training need for mathematics teachers in the field of preparation and operations, which is one of the areas of the content standards axis, and that there is an urgent training need for mathematics teachers in the rest of the areas of the content standards axis, which are listed in the following descending order: (The field of geometry, followed by the field of algebra and functions, followed by the field of data analysis and probability, followed by The field of measurement), and with regard to the operational standards axis, the results showed that there is an urgent need for all areas of the operations axis, which are listed in the following descending order: (the field of explanation and proof, followed by the field of problem solving, followed by the field of mathematical representations and probability, followed by the field of mathematical communication, followed by the field of mathematical interdependence).

In light of the results, the researcher reached many conclusions, recommendations and suggestions.