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International Journal of Scientific & Technology Research

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IJSTR >> Volume 10 - Issue 5, May 2021 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Level Of Teaching Practices In Supportingmathe-matical Connection Processes Among Intermediate School Teachers

[Full Text]

 

AUTHOR(S)

Nawal Sultan Al Khedhr, BadriahMenawer Al-Harbi

 

KEYWORDS

Conceptual knowledge, mathematical connections, mathematical notion, NCTM, teaching Practices

 

ABSTRACT

This study aimed to investigate the intermediate school teaching practices for supporting mathematical connection processes. To conduct this study, researchers followed the descriptive-analytical approach. The researchers developed two tools: a survey directed to experts to identify the teaching practices that support the mathematical connections required by intermediate school teachers. The second tool is an observation card to determine the level of teaching practices that support mathematical connections among intermediate school teachers. The study population is divided into two categories: the first category is experts in mathematics teaching, and its sample consisted of (25) experts, and the second one is intermediate school teachers of mathematics, and its sample consisted of (30) female teachers. The study findings revealed that the (28) teaching practices supporting the mathematical connections required by intermediate school teachers. These teaching practices, which identify the links between mathematical ideas and their use, have shown an average performance level. The level of teaching practices that support the functions of "understanding how mathematical ideas are connected and how they are based on one another to become integrated" has shown a low-performance level. In contrast, the level of teaching practices that support the processes of "identifying mathematics and its applications in other contexts" has been shown a deficient level of performance. Finally, the level of teaching practices that support mathematical connections as a whole has shown an insufficient level of performance.

 

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