الممارسات التدريسية لمعلمي الرياضيات في مدارس الملك عبد الله الثاني للتميز : دراسة نوعية

Abstract EN

The Study investigated the mathematics teachers’ practices at King Abdullah II schools of excellence in Jordan.

Ten teachers from the King Abdullah II School of Excellence were enrolled during the first semester of the academic year 2018/2019.

The classroom observations and the document observation and analysis card were used to collect data.

The results showed that the mathematics teachers’ practices in the field of planning focused largely on cognitive outcomes that focus on mental processes (knowledge, understanding and application), and rarely on outcomes that develop higher mental abilities, emotional and psychological outcomes in their plans.

In the implementation of teaching, the results showed that most teaching practices in the classroom focused on the teacher-centered teaching practices, including the use of the direct teaching strategy, and rarely used teaching strategies that develop the higher mental abilities and stimulate the thinking of students.

In the field of mathematical thinking, the results showed that 60% of the teachers were interested in the individual differences among the students and addressing their intelligence, to develop their mathematical thinking skills in general and future thinking in particular.

The teachers' interest in the initiative was not noticed, and innovative strategies were not used to develop thinking skills.

In the field of evaluation, the results showed that the evaluation strategies and tools used in the mathematics classes focus on the regular "paper and pencil strategy" which is based on tests and solving book exercises, compared to the emergence of descriptive situations based on authentic assessment