مدى ممارسة الاستراتيجيات التدريسية السائدة لدى معلمي الرياضيات في المملكة العربية السعودية من وجهة نظرهم

Abstract EN

The study aimed to identify the degree of practicing the prevailing teaching strategies and methods among mathematics teachers in the Kingdom of Saudi Arabia from their point of view.

To achieve the goal of the study, the researcher developed a tool represented in a questionnaire consisting of (37) paragraphs distributed in four areas; They are: behavioral strategies, cognitive strategies, emotional strategies, and a strategy for employing technology.

The study population reached (319) male and female teachers during the second semester (2019-2020).

The sample was randomly selected and consisted of (108) male and female teachers, of whom (53) were male and (55) male and female.

The results of the study showed that the behavioral strategies ranked first, followed by cognitive strategies in the second place, and the strategy of employing technological means came in the last place, and the mathematical averages of the estimates of the sample individuals reached an average practice level.

And there are no differences due to the gender variable and in favor of females, And the presence of differences in favor of estimates for those with primary and intermediate levels, and the presence of differences for those with years of experience (10 years or more) on the other hand in favor of estimates for those with years of experience (less than 5 years, from 5-to less than 10 years) in the field of cognitive strategies.

In the field of emotional strategies, the differences were in favor of those with years of experience (less than 5 years).

The study recommended working to employ all teaching strategies effectively