تحديات القرن الحادي و العشرين التي تواجه معلم الرياضيات في المدارس الثانوية

Abstract EN

The study aimed to uncover the challenges of the twenty-first century facing the teacher of mathematics in secondary schools, and the researcher used the descriptive analytical method, by distributing the scale of the challenges facing the teacher in the twenty-first century, prepared by ((Momani, 2016), a sample of Mathematics teachers in secondary schools in Rafah governorate (55) were selected by the available sample method.

The results resulted in a convergence between the values of the arithmetic averages for the areas of the scale of challenges, and the field of apprenticeship education came first, while the field of sustainable education came last, The results of the study showed that the ability of mathematics teachers to keep abreast of the technical progress and information flow in their field, as well as mastery of the planning and design of lessons at the time of teaching of the most challenges faced by the members of the study sample, as the results of the study showed no statistically significant differences Among the average responses of teachers on the scale of challenges are attributed to each of the variables (sex, teaching experience, educational qualification), while the study recommended a set of recommendations, the most important of which are: qualification and training of teachers of mathematics before and during the educational service on how to give them experiences to be able to keep abreast of scientific progress, planning and design to teach the course of mathematics on the latest methods in modern technology.