Evaluating the teaching performance of high school mathematics teachers In light of the skills of the twenty first century

This research aimed to evaluate the teaching performance of high school mathematics teachers in the light of the twenty-first century skills. Two research tools were prepared: a list of the skills of the twenty-first century, and a questionnaire of “twenty-first century skills among mathematics teachers” that consisted of (22) A single item divided into five responses which are (very important - important - medium important - low importance - unimportant), and included six models for learning in the twenty-first century (collaborative work - knowledge building - self-organization - problem solving and innovation in the real world - the use of technology For learning - methods of presentation and communication with skill), and the results indicated the necessity of working to improve the teaching performance of mathematics teachers at the secondary level in a manner commensurate with the skills of the twenty-first century, as the research reached a number of recommendations and proposals.

High school mathematics teachers’ competence on the contents of a quantitative research paper

<span>Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on the research processes applied on the contents of the various sections of a quantitative research paper. The descriptive method of research has been used to characterize the knowledge competence of 108 junior high school teachers on the research processes. The study used the research skill test, which was a researcher-made instrument, consisting of 50 multiple choice items with four choices each. The instrument went through the process of validity and reliability analysis obtaining a good result of 0.81. This study revealed that they were “novice” or had achieved the learning level of competency on the research processes applied on the contents of the different parts of a quantitative research paper. More so, they identified that interpretation of statistical results was a challenging part of doing a research paper.</span>

Attitudes of high school mathematics teachers in Jeddah towards teaching developed mathematics curricula: اتجاهات معلمي الرياضيات للمرحلة الثانوية بمدينة جدة نحو تدريس مناهج الرياضيات المطورة

This study aimed to identify the attitudes of mathematics teachers at high school towards teaching developed mathematics curricula in Jeddah through identifying their attitudes towards: (nature- importance- enjoyment- courses and training programs for developed mathematics curricula as well as the suitability of the developed mathematics curricula with the capabilities of the student). It also aimed to identify the extent of having different attitudes among high school mathematics teachers towards teaching developed mathematics curricula according to the variables (type of qualification- years of experience) and the interaction between the study variables. The study followed the descriptive survey approach and was conducted on (174) mathematics teachers at high schools of the Jeddah City Education Department. The study reached a set of results, the most important of which are: - Attitudes of high school mathematics teachers towards (the nature of developed mathematics curricula- the importance of developed mathematics curricula- the enjoyment of teaching developed mathematics curricula- training courses and programs- the suitability of the developed mathematics curriculum with the student's abilities) came to a high level. - There were no statistically significant differences in the study sample’s responses about the attitudes of mathematics teachers at high schools towards teaching mathematics curricula developed according to the variables (academic qualification- years of experience). Based on the study findings, the researcher recommended the following: the need to pay more attention to the training in the new mathematics curricula for mathematics teachers; working on providing all possible means to develop training and its methods because of its positive impact on teachers' attitudes towards curricula; developing teachers’ positive attitudes towards improved mathematics curricula by setting up enrichment programs to help mathematics teachers deal with the improved mathematics curriculum.

JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS’ PROFESSIONAL AND PERSONAL CHARACTERISTICS

ABSTRACT This study sought to determine the Junior High School Mathematics teachers’ level of professional and personal characteristics in Maguindanao Division I. Specifically, it determined the Junior High School Mathematics Teachers’ level of Professional and personal characteristics; the Junior High School Students’ level of academic performance in Mathematics; and the significant relationships of the teachers’ level of Professional and personal characteristics and their Junior High students’ level of performance in Mathematics. The study used the descriptive-correlational survey method. It determined the level of teaching practices of twelve (12) Junior High School Mathematics teachers of Maguindanao Division I in terms of professional and personal characteristics. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of professional and personal characteristics of the junior high Mathematics teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that Junior High School Mathematics teachers’ professional and personal characteristics is very satisfactory. It is further concluded that the outstanding professional and personal characteristics of the teachers have no bearing on the academic achievement of the students. The students must work hard to get higher grades and the teacher must develop professional and personal characteristics to perform tasks exceedingly. Keywords: Professional and Personal Characteristics, Junior High School Mathematics Teachers, Level of Academic Performance

THE ABILITY OF MATHEMATICS TEACHERS IN USING COMPUTERS, SMARTPHONES, AND INTERNET

This study aimed to determine the ability of mathematics teachers to use computers, smartphones, and the internet according to their birth years (generation) and gender. The ability of teachers to use computers, smartphones, and the internet is beneficial to support mathematics learning using information and communication technologies. The research method was mixed research by surveying 92 mathematics teachers, 35 junior high school mathematics teachers, and 57 high school mathematics teachers in West Java. The results show that: (1) the ability of mathematics teachers in using computers, smartphones, and the internet has supported the application of technology-based learning in mathematics learning; (2) there are differences in the ability to use computers, smartphones, and the internet among the X, Y and Z generation of mathematics teachers. The ability in using computers, smartphones, and the internet of the Y and Z generation of mathematics teachers is better than that the of X generation; (3) there are differences in the ability in using computers, smartphones, and the internet between male and female teachers; male teachers are better than female teachers; (4) there is no significant difference in the ability in using computers, smartphones and internet between mathematics teachers at the high school and junior high school levels; (5) there is no interaction effect between teacher generations and levels of educational institution, on their achievement of the abilities in using computers, smartphones, and the internet

The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use

The paper sought to investigate the perceived use of Information Communication Technology (ICT) of high school mathematics teachers in Ghana. A hundred high school mathematics teachers from 20 public schools,10 each located in the rural and urban areas respectively in the Central region of Ghana, were stratified and used in the study. A questionnaire and semi-structured interviews were used to collect data. The result of the study indicated low levels of perceived knowledge/skills of ICT use by high school mathematics teachers, contrary to their reported high usage levels of ICTs. The findings of the study also indicated that the high school mathematics teachers’ ICT use in a professional related context (instructional delivery, assessment, and professional learning network) was minimal compared to use for social networking, although they seemed to be fully aware of the relevance of using ICT in a professional related manner. Similarly, their reported technical knowledge/skills of ICT were low. Thus, the results of the study suggest that, though the teachers reported high ICT usage, actual usage seems to be at the peripheries. Among other things, this study has implications for curriculum development and training in Ghana and countries of similar context. It may be necessary for the Curriculum Research Development Division (CRDD) of the Ghana Education Service in collaboration with the related agencies to explicitly define parameters such as what ICT tools must be used, when they must be used, and how they should be used when reviewing and revising their mathematics teaching curriculum.