واقع تطبيق البيداغوجيا الفارقية في تدريس مادة الرياضيات لدى أساتذة التعليم الابتدائي

الملخص EN

This study aimed at identifying the reality of one of the pedagogical application on which the competency- based approach of teaching is based، which is the differential pedagogy in the teaching of mathematics among primary school teachers.

Accordingly، to address the posed problem، the researcher adopted the descriptive approach، and the study was conducted with a sample of 102 professors (male and female) who were intentionally selected.

Furthermore، the questionnaire was used as a data collection tool In order to achieve the objectives of the study.

Moreover، to analyze the results، the researcher used the following statistical methods: weighted arithmetic mean، one- way analysis of variance and t- test and based on the methodological procedures and statistical methods.

Thus، the study reached the following results: Differential pedagogy is applied in the teaching of mathematics by primary education teachers with a degree above average، and there are no statistically significant differences in the application of differential pedagogy due to the variable: gender، academic qualification، specialization، work status، professional experience or job rank.