العلاقة بين المعتقدات المرتبطة بمبادئ الرياضيات المدرسية وممارسات التدريس الفعال للرياضيات لدى معلمات المرحلة الثانوية

Abstract EN

This study aimed at investigating the reality of adopting the beliefs associated with the guiding principles for school mathematics among secondary school female teachers as identified by the “Principles to Actions” document issued by NCTM in 2014, examining the reality of the teachers' application of effective mathematics teaching practices, and exploring the relationship between effective mathematics teaching beliefs and practices.

A descriptive correlational survey design was used on a sample of (33) secondary school mathematics female teachers in Riyadh.

Data collection was carried out by means of the beliefs associated with the six guiding principles for school mathematics questionnaire and a rubric for measuring the reality of female teachers' performance of the effective mathematics teaching practices.

Data analysis revealed a low level of adopting the beliefs associated with the guiding principles for school mathematics as a total degree and as sub-dimensions.

Similarly, a low level of applying the effective mathematics teaching practices as a total degree and as sub-dimensions.

Moreover, statistically significant positive correlations were found between the female teachers' scores in the belief's questionnaire, and their scores in the effective teaching practices scale.