مستوى مهارات التعلم الرقمي والاتجاه نحو استخدامها في تعليم الرياضيات وتعلمها لدى الطالب المُعلِّم بكلية التربية جامعة الملك خالد

الملخص EN

This study aimed at assessing the level of student-teacher majoring in mathematics at the college of education at King Khalid University in digital learning skills and attitudes towards their use in the programs and activities of teaching and learning mathematics.

the descriptive analytical method was utilized.

the study sample consisted of (32) student-teachers at the college of education at King Khalid University.

a 32-item questionnaire to measure the level of digital learning skills for the study sample was devised.

the questionnaire items covered: the requirements for digital learning, managing digital learning systems, manipulating digital content, using social media applications to improve interactions in synchronous and asynchronous learning environments, and using digital learning to improve learning and problem-solving processes.

a 22-item scale of attitudes towards the use of digital learning in mathematics education and learning programs was also devised.

the scale items covered: the students' clear vision, the level of motivation and attention in the digital learning, and the use of digital learning in their university.

the results of the study showed that the level of skills of the student-teacher in the digital learning reached an overall medium degree, and a large degree in the skill of "mastering the basic skills of digital leaming requirements"; and to medium degrees in the skills of managing digital learning systems, manipulating digital content, using social media applications to improve interactions in synchronous and asynchronous learning environments, and using digital learning to improve learning and problem-solving processes.

results also showed that the level of student-teacher attitudes towards the use of digital learning in the teaching and leaming of mathematics at the university level came to an overall medium degree, and to a large degree in the first scale dimension: "the students' clear vision"; and to a medium degree in the second scale dimension : "the level of motivation and attention in the digital learning", and the third dimension : "the use of digital learning in his university".

results revealed that there was no positive correlation between students' levels of digital learning and the degree of their attitudes towards employing them in teaching and learning mathematics.

in light of these results, some recommendations and suggestions for further research were presented.