The performance level of Mathematics Teachers at The Secondary Level in Light of NCTM's Practices for Effective Teaching
Abstract
The study sought to determine the performance level of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices. In the book "From Principles to Procedures" in 2014, it consisted of (32) sub-practices, stemming from (8) main practices. The study concluded: that the level of performance of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices was generally at a low degree, with an arithmetic mean of (1.63), and their performance level appeared in light of the practices of “supporting the productive struggle in learning mathematics, extracting evidence on students' thinking and use, And asking purposeful questions", to a medium degree, and with arithmetic averages (1.88, 1.82, 1.73), respectively. While the level of their performance appeared in the light of the practices of “facilitating meaningful mathematical dialogue, building procedural fluency from conceptual comprehension, setting mathematics objectives to focus learning, implementing tasks that enhance inference and problem solving, and using and linking mathematical representations” to a low degree, with arithmetic averages of (1.66, 1.62, 1.53, 1.45, 1.36) respectively. In light of the results of the study, a set of recommendations were presented.
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