العلاقة بين الصرامة الرياضية والتفكير ما وراء المعرفي لدى معلمي المرحلة الثانوية

هلال بن مزعل بن هليل العنزي

doi:10.55074/hesj.vi52.1714

Authors

Hilal Mezel H. Al-Enezi Professor of Curriculum & Instructions in Mathematics Education Faculty of Humanities and Social Sciences Northern Border University- KSA

DOI:

https://doi.org/10.55074/hesj.vi52.1714

Keywords:

Mathematics Rigor, Metacognitive Thinking, Mathematics Teacher, Secondary Stag

Abstract

This research aimed to measure the level of mathematical rigor teaching and metacognitive thinking, and to examine the relationship between them among secondary school teachers, through a quantitative descriptive approach, which included a descriptive survey design. To determine the terms of the two variable scales, and the descriptive correlational design; To detect whether there is a statistically significant correlation between them. The method of comprehensive inventory of all mathematics teachers in boys’ secondary schools in the city of Arar was adopted. As a purposive sample, the number was (71) teachers in (21) secondary schools. The mathematics rigor scale consisted of (15) statements in four dimensions, and the metacognitive thinking scale consisted of (36) statements in three dimensions. The research was implemented in the second semester (1446) in the city of Arar. The results showed that the level of teachers was average on the two scales, and the Pearson correlation value between them reached (0.310), which is a statistically significant value at the significance level (α≤0.01), and it means that there is a moderate direct correlation between the two variables for teachers. In light of its results, the research presented a set of recommendations and proposals.

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