واقع الممارسات التدريسية الصفية لمعلمي الرياضيات بالمرحلة الابتدائية في ضوء المعايير المهنية المعاصرة لتعليم و تعلم الرياضيات

Abstract EN

The current study aimed to identify the reality of classroom teaching practices for primary school mathematics teachers in the light of contemporary professional standards for teaching and learning mathematics, and the study also investigated the effect of some variables such as: the academic qualification and years of teaching experience on math teachers' performance; The researchers used the descriptive (analytical- correlative) research methods, where the researchers prepared an observation card of (51) paragraphs, each of which represented a descriptive teaching practice for the teachers, which was distributed to the three criteria: classroom teaching practices related to the selection of tasks with mathematical value, classroom teaching practices related to the creation of a classroom environment that supports learning and challenging the abilities of students, as well as the classroom teaching practices related to activating the use of discussion and mathematical classroom dialogue.

The study was applied to a sample of (24) male and female math teachers of the primary stage, which were randomly selected from the teachers of the departments of East and West Tanta educational Gharbia province, and to analyze the data used the following statistical methods: Kai square, and frequencies and percentages, The results of the study showed that the average level of classroom teaching practices related to the selection of tasks with mathematical value was (1.52) with a performance rate of (50.8% ), which indicates that they were only slightly available in the study sample.

(1.55% ) with a performance rate of (51.62% ).

This indicates that they are also available to a small degree in these teachers.

The average teaching practices related to activating the use of discussion and mathematical classroom dialogue reached (2.07) Medium in these The results of the study revealed that there were statistically significant differences in the level of (≤0.05) among the teachers' performance averages due to the variable of the academic qualifications ranked as follows: Diploma of Teachers, Postgraduate Studies, Bachelor.

There were also statistically significant differences between the average performances of teachers Allowance for the variable years of experience are arranged as follows: 10 years and more, 5-10 years, less than 5 years.

In light of the results of the study, a number of suggested recommendations were presented, the most important of which are the promotion of programs for the preparation of the mathematics teachers of the primary stage in the Egyptian universities in the light of the contemporary professional standards for teaching and learning of mathematics (NCTM) and the need to build contemporary professional standards as an input to educational and educational reform.

The requirements to achieve the objectives of mathematics education and to address the shortcomings and weaknesses of teachers, as well as encouraging teachers and motivating them to enroll in sustainable professional development programs provided by the designated educational institutions; Scientific and professional.

The study also suggested that it should be used in the process of developing the abilities of teachers of professional survivors and the requirements of classroom teaching according to the modern professional standards for teaching and learning mathematics NCTM, as well as carrying out similar studies to evaluate the practices of mathematics teachers in light of contemporary professional standards in different educational stages and to examine the effectiveness of programs based on these criteria In developing the teaching outcomes of the mathematics teachers in the various educational stages, and modifying the perceptions of the alternative teachers and changing their beliefs about classroom teaching of mathematics.