المعرفة البيداغوجية في التبرير التناسبي لدى معلمي الرياضيات في مرحلة التعليم الأساسي العليا

Abstract EN

The study aimed at exploring the pedagogical content knowledge in proportional reasoning, teaching approaches and strategies, and the knowledge of students' thinking among mathematics teachers.

The sample of the study consisted (30) mathematics teachers from Qasbat Irbid education department, who were selected by the available sample method.

To achieve the objectives of the study, a pedagogical knowledge test was used.

The results showed that the teachers have limited and poor knowledge in the mathematical content in terms of deep understanding of the basic concepts, awareness of the mathematical structure and ties and awareness of procedural knowledge and problem solving.

In addition, It showed a lack knowledge in the teaching activities and approaches, prerequisites knowledge to teaching the concept and awareness of ways to enhance understanding among students.

As well as the weakness in their knowledge in detection of students' thinking in terms of understanding their misconceptions, understanding the causes of misconceptions and the ability to correct their misconceptions.

According to these findings, the study introduced a set of relevant recommendations.