تصور مقترح لتطوير برامج إعداد معلمات الرياضيات للمرحلة الابتدائية وفق منحى التكاملي للرياضيات و العلوم و الهندسة و التقنية STEM

Abstract EN

The study aimed to develop programs for preparing mathematics teachers for the elementary stage according to the integrative approach between mathematics, science, engineering and technology (STEM) by evaluating programs for preparing mathematics teachers for the elementary stage in the light of the complementary approach (STEM) and revealing the significance of statistical differences between Average estimates of mathematics teachers at the primary stage to evaluate STEM teacher preparation programs attributed to the number of years of experience, teaching qualification and number of training courses, and to build a proposed conception for developing programs for preparing mathematics teachers for the elementary stage according to the integrative approach (STEM) The descriptive and analytical approach was used, where the sample consisted of (85) teachers, to whom the questionnaire was distributed, which consisted of (32) items measuring the competencies included in the programs of preparing mathematics teachers according to the integrative approach (STEM) (planning according to the complementary approach.

The skills of implementing the lesson according to the integrative approach, evaluation strategies according to the complementary approach).

The results of the study indicated that the reality of programs for preparing mathematics teachers for the elementary stage according to the Complete (STEM) from their point of view with a medium degree (3.37 / 5), respectively in the fields (planning according to the integrative approach is "high", evaluation strategies according to the complementary approach are "medium", and the skills of implementing the lesson according to the complementary approach are "medium") It was found that there are statistically significant differences between the statistical averages of the estimates of mathematics teachers at the primary stage of the reality of the competencies that the STEM programs focus on, due to the number of years of experience in favor of those with experience less than (5) years compared to (10) years or more.

And in the dimension of "evaluation strategies according to the complementary approach for the benefit of less than five years compared to (5-10) years, and in planning according to the complementary approach in favor of female holders of a bachelor's degree in exchange for postgraduate studies, while no differences were found attributable to training courses, and the most prominent recommendations were Work to include in the curricula of teacher preparation programs the concepts of the integrative approach between mathematics, science, engineering and technology (STEM) and the application of visualization.