Assessment of Mathematics Lessons for the Primary Stage in "Ien Droos" Educational Channel in the Light of Effective Teaching Practices Abstract

Abstract

The study aimed to evaluate mathematics lessons for the elementary stage on the "Ain Droos" educational channel in light of effective teaching practices. It employed a descriptive methodology, both survey-based and content analysis-based. The sample consisted of 238 lessons presented on the channel. The study utilized two tools: a questionnaire for mathematics education experts, developed based on the effective teaching practices identified by the NCTM in the book Principles to Actions (2014), and a lesson evaluation checklist created in accordance with the questionnaire results, comprising 26 sub-practices. The study concluded that the evaluation of elementary mathematics lessons on the "Ain Doros" educational channel in light of effective teaching practices was rated highly, with an average score of 2.50. Five practices were rated highly, namely: "implementing tasks that promote reasoning and problem-solving," "building procedural fluency from conceptual understanding," "setting mathematics goals to focus learning," "posing purposeful questions," and "using and connecting mathematical representations," with respective averages of (2.95, 2.85, 2.71, 2.70, and 2.37) The practice of "supporting productive struggle" was rated moderately, with an average score of 2.28, while the practice of "facilitating mathematical discourse" was rated poorly, with an average score of 1.66. Based on these findings, the study offered several recommendations for the Ministry of Education, mathematics teachers, and their educational supervisors working on the channel. It also proposed a number of research suggestions related to the study's topic.