واقع الممارسات التدريسية لدى معلمات الرياضيات بالمرحلة الابتدائية في ضوء البراعة الرياضية

Abstract EN

The study aimed at revealing the mathematics teachers' teaching practices in elementary school in light of mathematical proficiency in Riyadh.

To achieve the objectives of the study, the descriptive method followed.

The sample consisted of (43) teacher selected randomly.

The study used observation card which consisted of (35) indicators distributed among the five domains of mathematical proficiency (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition).

The main findings of the study were as follows:
1) The mathematics teachers' practice of mathematical proficiency came in the following order: Conceptual understanding in a medium level, while procedural fluency, strategic competence, adaptive reasoning, productive disposition in a weak level.

2) The practices of female mathematics teachers in elementary school for mathematical proficiency were overall in a weak level.

3) There were statistically significant differences at the level of 0.05 in the mathematical proficiency practices of mathematics teachers in the elementary school due to the number of years of experience in favor of the higher years.

4) There were no statistically significant differences at the level of 0.05 in the mathematical proficiency practices of mathematics teachers in the elementary school due to the number of training courses, while there were statistically significant differences at the level of 0.05 in the practice of conceptual understanding among the teachers who obtained (less than 10 courses) (10 courses or more).

These differences were in favor of female teachers (10 or more).