العربية المملكة العربية السعودية - جدة - كلية التربية - جامعة الملك عبد العزيز جدة - السكن الخاص ب أعضاء هيئة التدريس الجامعي - جامعة الملك عبد العزيز

Abstract

      The study aimed to reveal the level of teaching practices that support mathematical excellence in secondary schools for female mathematics teachers from their supervisors’ point of view, and then to present recommendations that could contribute to improving these practices. The study involved mixed-methods approach, where an observation card was prepared to evaluate teaching practices consisting of (51) sub-practices, divided into (5) main practices, including: (a deep understanding of mathematical knowledge, proficiency in mathematical operations skills, the ability to produce new ideas in mathematics, showing intellectual flexibility in dealing with mathematical situations, the ability to employ mathematics in solving life problems). Then an interview card for educational supervisors was prepared to determine ways to develop the teaching practices of mathematics teachers. The study sample included (68) female teachers who were evaluated by using an observation card, and (7) educational supervisors in the city of Skaka in Al-Jawf region. The results of the study showed that the level of mathematics teachers’ teaching practices that support mathematical excellence skills from the point of view of their supervisors was weak, while the level was ranged for the five main practices between (weak- average). The results did not show statistically significant differences between the study sample’s variables according to academic qualification and teaching experiences. The results of the interviews with the teachers’ supervisors revealed their perceptions about the level of teaching practices and ways to improve them among mathematics teachers in secondary schools