تطوير ممارسات المناقشة الصفية لدى معلمات الرياضيات للمرحلة الثانوية

Abstract EN

This research aimed to develop classroom discussion practices among female math teachers at the secondary school of three educational centers in the Riyadh region.

By using the mixed methodology with sequential interpretative design.

In the quantitative stage, the research focused on measuring the effectiveness of the proposed professional development program to develop classroom discussion practices for mathematics female teachers at the secondary school.

As the results showed that the effectiveness of the professional development program, but there was a disparity in the mean of teachers' performance after the program.

The qualitative stage of the research revealed the reasons for this disparity.

This was done by interviewing four teachers, they described their experience in implementing the program and what influenced the quality of their application.

Their descriptions were analyzed using (phenomenology) approach.

The qualitative data revealed the reasons for this disparity.

Data showed three topics related to the development of teachers' practices in the classroom discussion after analyzing each description separately, and analyzing them together, and these topics were: methods of processing mathematical knowledge, methods of self-development, and self-motivation.

The resersh provided recommendations, the most important of which is design of a professional devolpement program, targets devolping classroom discussion practices for primary and middle school teachers.

Through benefited from proposed program.