الاستراتيجيات التي تستخدمها معلمات الرياضيات في المرحلة الابتدائية لتمكين التلميذات من الفهم العميق لبنية المسألة الرياضية اللفظية

Abstract EN

The study aims to recognize the most prominent strategies used by mathematics teachers to enable primary school pupils of a deep and thorough understanding of the structure of a mathematical problem in addition to recognizing the differences in the degree of their usage for these strategies in the light of the variabilities (educational qualification, years of experience in teaching, etc.).

In order to achieve these aims, a questionnaire with 26 sections has been written and distribu ted among (9) strategies of understanding a mathematical problem.

The validity and reliability of the questionnaire was verified through appropriate statistical and methodological means.

The study sample consisted of 120 females were randomly selected among mathematics teachers of primary schools in Tabuk.

The results have revealed that the usage of the strategies, which enable pupils of a deep understanding of a mathematical problem, is average among teachers and the most common strategies used are: the overall strategy to solve a mathematical problem, illustration, Journal Writing, interpretive reading, measurement or similitude, and expository writing while (making a list or a table and CPMP) were the least used strategies, respectively.

Therefore, by analyzing the answers of the teachers in the questionnaire and using mono-contrast test analysis, it was found out that there is a statistically significant difference at the level of ( a = 0,05) in the degree of teachers’ usage of the overall strategy to enable pupils of a deep understanding of the structure of a mathematical problem and strategies (retail, measurement) due to different educational qualification and in favor of teachers with Educational Diploma after bachelor.

There is also a statistically significant difference at the level of (a = 0,05) in the degree of teachers’ usage of these strategies in general and all other sub-strategies due to years of experience in the favor of less experienced teachers (1 - 5 years) compared to more experienced teachers (more than 10 years) and in the favor of average experienced teachers (5-10years) compared to other average experienced teachers.

On the other hand, there is no statistically significant difference at the level of (a = 0,05) in the degree of teachers’ usage of these strategies in general and all other sub-strategies due to a change of grade-level of the teachers involved.

T he study recommends teachers to enable pupils of a deep understanding of a mathematical problem by using the strategies of profound understanding of a problem and the necessity for variating the usage of these strategies.

It also recommends the developers of m ematics curriculum in Ministry of Education to use these strategies as teaching strategies an raining teachers to use educational plans that depend on them.