The Level of Teaching Practices for Mathematics Teachers in the Primary Stage that Support the Mathematical Collaborative of their Students

Abstract

The study aimed to identify the teaching practices that support mathematical collaborative among elementary school students, and then measure the level of these practices among mathematics teachers in elementary education. The study relied on a descriptive survey methodology to answer its questions, and two tools were prepared to achieve its objectives: a questionnaire directed to mathematics education experts to identify the teaching practices that mathematics teachers should implement to support mathematical collaborative among elementary school students, and an observation card for elementary school teachers to recognize the level of their teaching practices that support mathematical collaborative among elementary school students. The study population consisted of two categories: the first category included mathematics education experts, with a sample size of (21) experts, and the second category included mathematics teachers in elementary schools affiliated with the education administration in the city of Hail, with a sample size of (30) teachers. The study concluded that the study identified (18) teaching practices that mathematics teachers should implement to support students' mathematical sharing from (4) main axes. The study concluded that the level of teaching practices of mathematics teachers supporting mathematical sharing among elementary school students was generally low, with an average score of (1.59). Additionally, their practices in the first axis, "practices supporting students to share their mathematical ideas with others and clarify them," were at a medium level, with an average score of (1.86). In contrast, their practices in the other axes, "practices supporting students' interest in others' mathematical ideas and understanding them; practices supporting the evaluation of the validity of others' mathematical ideas; practices supporting productive responses to others' mathematical ideas," were at a low level, with average scores of (1.62, 1.49, 1.38) respectively. Based on these results, a set of recommendations was presented to the Ministry of Education, mathematics teachers, and their educational supervisors, along with several research proposals related to the study topic.

Keywords: Mathematical processes, Mathematical Practices, Mathematical Collaborative, Mathematical Collaboration, mathematics teachers