The Reality of Teaching Practices of Mathematics Teachers Supporting the Mathematical Power Processes at the Secondary School from the Perspective of Leaders and Supervisors

Document Type : Original Article

Authors

1 Associate Professor, College of Arts and Humanities A'Sharqiyah University, Oman Associate Professor, Faculty of Education, Helwan University, Egypt

2 Mathematics Teacher, Jobail Educational Aministration , Master Degree in Curriculum and Math Methods, KSA

Abstract

he study aimed to identify the level of teaching practices of mathematics teachers supporting the mathematical power processes for secondary school, and was following the descriptive approach, using a questionnaire consisting of three main dimensions representing the processes of mathematical power processes which are (mathematical communication, mathematical reasoning, mathematical connections). These three dimensions included (24) teaching practices, So (22) school leaders and math supervisors selected randomly as sample members. The performance level of secondary school mathematics teachers in mathematical communication was somewhat high, with an arithmetic mean of 3.74 out of 5, and a percentage of 74.8%. The performance level of secondary school mathematics teachers in mathematical reasoning was also somewhat high, with an arithmetic mean of 3.75 out of 5, and a percentage of 75%. The performance level of secondary school mathematics teachers in mathematical connections was also somewhat high, with an arithmetic mean of 3.50 out of 5, and a percentage of 70%. Therefore, the research recommended that: Benefiting from educational programs that support the mathematical power processes at various educational levels and employing them in the educational process, in a way that achieves interactivity for the student. ...and interest in the professional development of female teachers in a way that ensures effective teaching of the components of mathematical power, and developing and ensuring mathematical power among female students, which in turn contributes to effective outcomes in the educational process.

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References

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