Teaching Practices of the Mathematics Male and Female Teachers According to the PISA Framework and Its Relation to Their Beliefs towards Their Students

Autor/inn/en	Alotaibi, Ahmed; Khalil, Ibrahim; Wardat, Yousef
Titel	Teaching Practices of the Mathematics Male and Female Teachers According to the PISA Framework and Its Relation to Their Beliefs towards Their Students
Quelle	20 (2021) 1, S.1247-1265 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alotaibi, Ahmed) ORCID (Khalil, Ibrahim) ORCID (Wardat, Yousef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Mathematics Instruction; Gender Differences; Teacher Attitudes; Teacher Student Relationship; International Assessment; Foreign Countries; Secondary School Students; Achievement Tests; Validity; Reliability; Teaching Experience; Teacher Effectiveness; Teacher Workshops; Teacher Improvement; Faculty Development; Teaching Guides; Saudi Arabia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Gültigkeit; Reliabilität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerhandbuch; Saudi-Arabien
Abstract	The study aimed to identify the different teaching practices of mathematics male and female teachers according to the framework of PISA 2018 and its relation to their beliefs towards their students. The study used the descriptive survey approach. The sample consisted of (421) mathematics male and female teachers in AL-Taif city in the year 2020. After testing the reliability and validity; two tools were used to collect data: a questionnaire and a scale. Results showed that both genders, male and female teachers, have a high level of formulation of mathematics; the mean was (2.4840). Moreover, their teaching practices level of employing mathematics was high and reached the mean (2.3976). Meanwhile their level of teaching practices of the process of mathematics explanation was at the mean (2.2130). Results also showed that there is a statistical significant difference in the level ([alpha] [less than or equal to] 0.05). The previous result is related to the gender variable in which females outperformed the males, and to the teaching experience in which the more experienced respondents outperformed the inexperienced ones. Finally, results showed that there was no statistical significant difference in the level ([alpha] [less than or equal to] 0.05) for the level of education variable. Based on the results of the study, the following recommendations might be taken into consideration: workshops might be hilled to improve the teachers' teaching practices of mathematics formulation and explanation in addition to some steps and procedures in PISA framework must be embedded in the teacher's guide. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01