مدى تطبيق معلمات الصفوف الثلاثة الأولى في الأردن لمنحى "ريجيو إيميليا" في تدريس الرياضيات

Abstract EN

This study aimed at investigating the extent to which primary school teachers of grades 1-3 in Jordan apply the Reggio Emilia approach in the teaching of mathematics.

The purposive research sample in this study consisted of 60 primary school teachers of grades 1-3 in Amman, Jordan.

To achieve the objectives of this study, the researcher developed an observation sheet which consisted of 24 modes of behavior which were distributed into 4 parameters: thinking and reflection, miscellaneous activities, social interaction and independent learning.

Data was collected from the classroom observations of the participating teachers in three classes each.

The results revealed that the overall average for the teachers within the four parameters was in the “medium application” level.

In addition, the teachers were classified within the parameters of social interaction and thinking and reflection into the high application level and within the parameters of independent learning and miscellaneous activities into the level of low application.

The results also indicated significant differences in the application of the Reggio Emila approach which may be attributed to the teaching experience variable in favor of the teachers with less experience in all the parameters combined.

The study stresses the importance of adopting the Reggio Emilia approach in the teaching of mathematics within the primary school level