kingdom of saudi arabia الجوف /جامعة الجوف

Abstract

Abstract: The study aimed to reveal the level of teaching practices of mathematics teachers that support the development of mathematical skills among intermediate school students according to the framework of (PISA, 2022). To achieve the objectives of the study, the descriptive method was used due to its suitability to the nature of the study. Besides, the study followed the comprehensive survey of all (250) teachers of mathematics, both male and female, for the mathematics course in the intermediate stage in the ALjouf region educational administration in the first semester of 1443/1444 AH so that a note card for teaching practices was prepared according to the (PISA) framework. This card consisted of practices related to (mathematical reasoning, mathematical operations, mathematical contexts, and the relationship between mathematical knowledge and 21st century skills). The study results revealed a moderate level of practice in mathematical reasoning, mathematical operations, mathematical contexts, and the relationship between mathematical knowledge and 21st century skills. Moreover, there are no differences between teachers' practices according to the variable of gender and educational qualification. At the same time, there were differences according to the variable of years of service in favor of the age group (10 - less than 15 years). The study recommended that it is necessary to develop the practices of mathematics teachers according to the framework (PISA 2022) to serve the vision of the Kingdom of Saudi Arabia in developing international participation in (PISA) tests.