The extent to which E-learning is used to teach mathematics in the constructivist model
Abstract: The present study aimed to identify the extent of the use of technology in the constructivist learning in teaching Mathematics. As the use of technological innovations in teaching mathematics, prepares students for a world centered on advanced technologies. In addition, it develops higher cognitive skills such as problem solving, thinking, data collection and analysis, solving issues and this falls within the scope of creativity and invention. It qualifies students to be distinguished at the university, especially in math-based disciplines and proficiency tests. The researcher used a questionnaire to find out the view of the mathematics teachers in the schools of Kasbah Amman in the Hashemite Kingdom of Jordan in the importance of applying the structural model to teach mathematics. The sample of the study consisted of (70) teachers from the Kasbah of Amman. The study followed the analytical descriptive approach; it found that the extent of knowledge of the mathematics teachers in the constructivist model, and its principles in education corresponds to an average grade, using the five-point Likert scale of approval scores. The arithmetical average of the sample estimates was based on the paragraphs of this field as a whole was (3.28), with a standard deviation (1.07). The importance of the use of mathematics teachers for e-learning in the teaching of mathematics in the structural model is slightly appreciated. The arithmetic average of the sample estimates for the subjects in this field as a whole (2.06) and by standard deviation (0.96). Moreover, the results showed that teachers who have high qualification and obtained high education (Masters, Doctorate degree) are more common users of methods for the application of the constructivist theory in teaching Mathematics than Teachers with a lower educational qualification (Diploma or Bachelor) at all stages. In addition to that, female teachers use the application methods of the constructivist theory in teaching Mathematics more widely than male teachers do. Although there is no effect of years of experience on the use of technology in the teaching of mathematics constructively than other male teachers and female teachers at all stages.
Key words: Constructivist model, E-Learning, Mathematics Teaching.
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