scholarly journals بناء برنامج تدریبی قائم على التجربة الیابانیة فی التدریس التأملی وقیاس فاعلیته فی تنمیة الأداء التدریسی لدى معلمی الریاضیات فی المرحلة المتوسطة بمحافظة الرس Developing a Training Program Based on the Japanese Experience in Reflective Teaching and Assessing its Effectiveness in Developing the Teaching Performance of Mathematics Teachers in the Intermediate Stage in

2020 ◽  
Vol 39 (2) ◽  
pp. 467-504
Author(s):  
فهد بن عبد الرحمن الخلیف
Keyword(s):  
Training Program ◽  
Mathematics Teachers ◽  
Intermediate Stage ◽  
Reflective Teaching ◽  
Teaching Performance ◽  
Japanese Experience

scholarly journals The importance and constraints of using mathematics teaching and learning sites from the point of view of mathematics teachers in the middle stage in Riyadh: مدى أهمية ومعوقات استخدام مواقع تعليم وتعلم الرياضيات من وجهة نظر معلمات الرياضيات في المرحلة المتوسطة بمدينة الرياض

2017 ◽  
Vol 1 (8) ◽  
Author(s):  
Asma Nasser Al - Saeed - Amal Sulaiman Aldghaim - Samar Fahd
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Intermediate Stage ◽  
Point Of View ◽  
Educational Standards ◽  
Middle Stage ◽  
Evaluation Form ◽  
Riyadh City ◽  
Human Sample ◽  
Descriptive Method

The aim of this research is to find out the extent to which the mathematics teachers of the intermediate stage benefit from the teaching and learning sites of mathematics, and to find the most used sites by mathematics teachers, and then study and evaluate these sites in the light of technical and educational standards for educational sites. The researchers used two tools to collect the study information, a questionnaire to identify the extent to which they benefited from the learning and learning sites of mathematics, and an evaluation form to determine the extent to which these sites are subject to technical and educational controls. The researcher applied the research using descriptive method, with the sample of the research divided into two parts: a human sample of (14) teachers of mathematics for the middle stage in Riyadh city, the second was an electronic sample of (5) mathematical sites, the research concluded the importance of these sites for the parameters , And the evaluation form showed the availability of technical and educational standards in these sites. The research recommended the establishment of a database of these educational sites on the Internet, so that teachers can benefit from them, and the need for teachers, especially mathematics teachers, to understand the importance of these sites as an activity that serves the educational content.

scholarly journals Evaluation of Teaching Performance of Mathematics Teachers in Thamar Schools in Yemen during the War in light of the effective Teacher Evaluation Model for (Marzano): تقييم الأداء التدريسي لمعلمي الرياضيات بمدارس مدينة ذمار باليمن أثناء الحرب في ضوء نموذج التقييم الفعال للمعلم لـ (Marzano)

2021 ◽  
Vol 5 (42) ◽  
pp. 154-136
Author(s):  
Zaid Ahmad Nasser Alhadoor Zaid Ahmad Nasser Alhadoor
Keyword(s):  
Teacher Evaluation ◽  
Mathematics Teachers ◽  
Private School ◽  
Evaluation Model ◽  
Educational Institutions ◽  
Teaching Performance ◽  
Effective Teacher ◽  
Years Of Experience ◽  
Study Results ◽  
And Behavior

The present research aimed at evaluating the teaching performance of Mathematics teachers in Thamar city schools in Yemen during the war in light of the effective teacher evaluation model for (Marzano). To achieve this aim, the descriptive approach was employed, and a note-card was developed based on the criteria and indicators of the special strategies and behavior originating from the effective evaluation model for teacher developed by (Marzano). This card consisted of (41) indicators distributed on three sections, and it was applied to a cluster-random sampling on (64) Mathematics teachers in Thamar primary and secondary schools. The study results revealed that the overall performance of participants was on average. Similarly, the results revealed that the level of performance of the participants in both routine skills and immediate skills was on average. However, the results showed that there was a low level of performance in skills pertinent to the content. The study results showed statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (type the school) and in favor of private school teachers. The study results also showed that there were statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (gender), in favor of the female teachers. In addition, the study results showed that there were statistically significant differences in the level of teaching performance of Mathematics teachers for the variable (years of experience) and in favor of teachers whose experience is less than (5) years, and those whose experiences ranged between (5-10) years, compared to teachers whose experiences were more than (10) years of experience, Conducting professional development courses for mathematics teachers in accordance with the criteria of effective teacher evaluation, neutralizing educational institutions from war and disbursing teachers’ salaries.

scholarly journals An Investigation of Teachers’ Views on Applicability of Modeling in Mathematics Courses

2017 ◽  
Vol 5 (5) ◽  
pp. 145
Author(s):  
Emine Özdemir ◽  
Devrim Üzel ◽  
Nesrin Özsoy
Keyword(s):  
Mathematics Teachers ◽  
Elementary Mathematics ◽  
Teaching Performance ◽  
Structured Interviews ◽  
Mathematics Courses ◽  
Study Results

The purpose of this study has been to determine the views of elementary mathematics teachers on the applicability of modeling in mathematics courses. A case study was conducted with 17 elementary mathematics teachers working in various provinces in Turkey. An interview form consisting of open-ended questions was designed for the purpose of collecting data, which was obtained through semi-structured interviews. From the categories constituting the themes developed via the views of the teachers, four major conclusions and one minor conclusion were reached at the end of the study. Study results showed that the elementary mathematics teachers’ knowledge of the process and teaching performance had an impact on their views of the applicability of modeling.

scholarly journals Using Productive Pedagogies for Enhancing the Teaching Performance of Female Mathematics Teachers in Oman

2020 ◽  
Vol 21 (04) ◽  
pp. 435-468
Author(s):  
Khoula Z. Alhosni ◽  
Abdullah K. Ambusaidi ◽  
◽  
◽  
Keyword(s):  
Mathematics Teachers ◽  
Teaching Performance

scholarly journals The Extent of Awareness of Intermediate Stage Mathematics Teachers  about Digital Educational Technologies in Jeddah, Saudi Arabia: مدى وعي معلمات الرياضيات بالمرحلة المتوسطة في محافظة جدة بالتقنيات التعليمية الرقمية

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Rawiya Omar AbdulAziz Al-Thalabi, AbdulMalik Musfir Hassan A
Keyword(s):  
Saudi Arabia ◽  
Mathematics Teachers ◽  
Intermediate Stage ◽  
Arithmetic Mean ◽  
Educational Technologies ◽  
Intermediate School ◽  
School Teachers ◽  
Cognitive Dimension ◽  
Agreement Score ◽  
Descriptive Method

The research aimed to examine the extent to which Teachers of Mathematics at the intermediate stage in Jeddah, Saudi Arabia, were aware of digital educational technologies. It used the descriptive method, and a questionnaire of (25) items divided into three areas and the research sample consisted of (230) Intermediate School Mathematics teachers in Jeddah. The results indicated that the mathematics teachers ’awareness of digital educational technologies was of a medium agreement score, with an arithmetic mean of (3.08) and a percentage of (61.6%). The awareness of the cognitive dimension of technologies obtained a medium agreement score, with an arithmetic mean of (3.36), and a percentage of (67.2%). Also, the awareness of the skill dimension of technologies obtained a medium agreement score, with an arithmetic mean of (2.80), and a percentage of (55.9%). The results also showed that the teachers face obstacles in using digital educational technologies to a very large extent, with an arithmetic mean of (4.23), and a percentage of (84.5%). The results did not reveal any statistically significant differences in the degree of awareness of mathematics teachers to digital educational technologies and the obstacles to their use due to years of experience. The research recommended the necessity of enhancing the knowledge and skill aspects of modern educational technologies among intermediate school teachers in Jeddah, as well as overcome obstacles to their use of these technologies.

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