مستوى أداء معلمات الرياضيات بالمرحلة الابتدائية في ضوء ممارسات التدريس المرتكزة على التعلم البنائي بالمملكة العربية السعودية

Abstract EN

Performance level of elementary female mathematics teachers in light of teaching practices based on constructivist learning The aim of this research was to identify the level of performance for female mathematics teachers in elementary school in light of teaching practices based on constructivist learning, and to identify the impact of degree of the academic qualification and experience variables on their performance.

The research adopted descriptive analytical approach, and an observation card consisting of four domains, preparing constructive learning environment, instructional tasks (activities and exercises), instructional constructivist strategies used by teachers, evaluation and performance enhancement was constructed and adjusted.

This instrument was applied to a sample of (N= 40) elementary female mathematics teachers in Houta Bani Tamim and Al-Harrique governorates.

Research results concluded that: Performance level of female mathematics teachers of instructional practices based on constructivist learning according to the different domains of the observation card was moderate in general with a percentage of (64.31% ).

Regarding the different domains of the observation card, preparation and adaptation of a constructivist learning environment domain was the highest among these domains with a percentage of (72.66% ), while the lowest domain was the used constructivist teaching strategies with a percentage of (57.83% ).

As for the second and fourth domains, there percentages were (61.25% ) and (65.5% ) respectively.

Variance in the performance level of female mathematics teachers of elementary stage in general in practicing teaching based on constructivist learning, where there performance was high at (10) skills of the total number of the (40) skills included in the observation card, and their performance was moderate at (25) skills, while it was weak in (5) skills.

There were statistically significant differences at the level of ( 0.05 ) between the mean scores of elementary female mathematics teachers practicing teaching based on constructivist learning attributed to academic qualification ( Bachelor, Diploma ) in favor of those with Bachelor degree ( with the highest average).

There were no statistically significant differences at the level of ( 0.05 ) between the mean scores of elementary female mathematics teachers practicing teaching based on constructivist learning attributed to years of experience.

In light of these results some suggestions and recommendations were presented: Providing elementary female mathematics teachers with some guides clarifying how to use the different constructivist learning techniques, and evaluation techniques related to them according to the philosophy of the developed mathematics curricula ( McGraw-Hill series).

Investigating performance level of female mathematics teachers of intermediate and secondary stages according to instructional practices based on constructivist learning.