Evaluating the teaching performance of mathematics teachers in the intermediate stage in the light of mathematical prowess skills

Abstract

The research aimed to evaluate the teaching performance of mathematics teachers in the intermediate stage in the light of mathematical prowess skills. To achieve its objectives, it used the descriptive approach with its two correlational and comparative patterns, and a questionnaire was applied built in the light of the research requirements after ensuring its truthfulness and stability on a sample of (67) mathematics teachers in the intermediate stage in the Asir region. Several findings were concluded, including: that the practice of teaching performance in the light of the mathematical prowess skills of mathematics teachers in the intermediate stage as a whole came with a degree of practice (large) with an average weight (2.34) and a relative weight (77.97) with a standard deviation (0.54). The findings also found that there are statistically significant differences in the degree of practice between those with a bachelor's degree and those with a master's and doctoral qualification in favor of a master's and doctoral qualification for the approaches as a whole, which are: (conceptual comprehension, procedural fluency, strategic competence, adaptive reasoning and productive desire), and the degree of total practice; In light of the findings of the research, the researcher made a number of recommendations, including: holding training workshops to develop the skills of mathematics teachers in the intermediate stage in light of the skills of mathematical prowess and training their students to do so; assigning mathematics supervisors to use standardized observation cards - including the one prepared in the current study - during classroom visits to determine the actual level of practices used in the classroom, remedy deficiencies and develop strengths.