نوع المستند : المقالة الأصلية
المؤلفون
1 محاضر بکلية التربية-جامعة حائل طالبة دکتوراه بجامعة الامام محمد بن سعود الإسلامية
2 استاذ المناهج وطرق تدريس الرياضيات کلية التربية - جامعة الفيوم
3 أستاذ تعليم الرياضيات المساعد کلية التربية - جامعة بيشة
المستخلص
الكلمات الرئيسية
Abstract
The study aimed to uncover the reality of the teaching practices of mathematics teachers in the elementary stage in support of developing mathematical thinking skills in the city of Hail and to achieve the objectives of the study, the descriptive survey approach was followed, where the study sample consisted of (97) math teachers who were chosen by a simple random method, the questionnaire was used. A study tool comprised (23) statements distributed on mathematical thinking skills (induction, deduction, reasoning and justification, guessing, expression in symbols). The study reached a set of results, the most important of which are: The practice of mathematics teachers for the elementary stage in support of mathematical thinking skills "came to a" high "degree, Where the general average was (3.60 out of 5), as it came in the following order: the skill of expression in symbols, then the skill of reasoning and justification, then the skill of deduction, then the skill of induction, then the skill of guessing came in the fifth place. There are statistically significant differences at the level of significance.
(0.05 ≥α) between the responses of the study individuals about the teaching practices of elementary school mathematics teachers supporting the mathematical thinking skills due to the scientific qualification variable, where the differences came in favor of the individuals. For a study of mathematics teachers whose scientific qualification is Ph.D., there are no statistically significant differences at the level of significance (0.05 ≥α) between the responses of the study individuals about the teaching practices of primary school mathematics teachers supporting mathematical thinking skills due to the variable of teaching experience. In light of the study results, many recommendations were made, the most important of which are: Training female teachers to design teaching in light of mathematical thinking skills and including paragraphs that take into account mathematical thinking skills in the interval and final exams.
Keywords: teaching practices - mathematical thinking - elementary school - mathematics
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