واقع الممارسات التدريسية الداعمة للتعلم البنائي لدى معلمي الرياضيات للمرحلة الثانوية في المملكة العربية السعودية

Abstract EN

This study aimed to identify the perceptions of Saudi Arabian secondary mathematics teachers on the use of the constructivist learning principles in the learning and teaching mathematics and its supportive environment, and to see the extent of their use of these principles in their practice teaching.

The study aimed also to find out whether there are differences between the perceptions of math teachers on the use of those principles in mathematics learning and teaching and their practices of those principles.

The study also aimed at identifying whether there are any differences in the practice of the constructivist learning principles in mathematics learning and teaching attributed to gender.

To achieve those objectives a valid questionnaire related to the subject was distributed to 250 male and female math teachers in five departments of educational districts, where only 170 responses have been collected.

In addition, 1000 math male and female teachers were observed for the use of constructivist learning principles in the learning and teaching mathematics.

The results showed that teachers, who responded to the questionnaire believe that math teacher should sometimes practice the constructivist learning principles in math learning and teaching, while the average math teacher who practice principles that supports the constructivist learning 2.422, which are at any level of "rare" according to the quintet Likert scale.

With regard to the differences between teachers' perceptions and practices using the principles of constructivist learning in the learning and teaching of mathematics, the results showed that the teachers do not practice the principles that support constructivist learning in math class as much as their perception of it.

The results have shown that no significant differences between males and females were found with regard to their practice of principles that support the constructivist learning.