معوقات استخدام معلمي الرياضيات للتدريس المتمايز من وجهة نظرهم

Abstract EN

The Study aimed to identify the obstacles to the use of mathematics teachers for Differentiated instruction from their point of view.

The researcher used the descriptive method.

The Study population consisted of all mathematics teachers in public education in the public schools in Tabuk city for the academic year 1439/1440 AH, number 452, A simple random sample of (77) teachers.

The researcher used the questionnaire to answer the Study objectives after achieving its validity and Qability.

The results showed that the use of mathematics teachers for different instruction is related to several obstacles.

(3.38) from (4), and second: obstacles related to the learner, which also significantly hampered an average of (3.31) from (4).

Third, there were ob- Qacles related to the nature of Differentiated instruction, With an average of (3.23) of (4), and fourth: obstacles related to the teacher, and were moderately handicapped with an average of (3.19) of (4), and fifth: obstacles related to the academic content, (3.11) of (4).

The Study recommended the creation of a school environment for the implementation of Differentiated instruction Strategies and the need to sensitize learners to the importance of using modern Strategies such as Differentiated ingiruction Strategies and clarifying their effectiveness in improving the achievement level in mathematics and developing different ways of thinking.