The performance level of Mathematics Teachers at The Secondary Level in Light of NCTM's Practices for Effective Teaching

Resumo

The study aims to determine the performance level of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices. In the book "From Principles to Procedures" in 2014, it consisted of (32) sub-practices, stemming from (8) main practices. The study concluded: that the level of performance of mathematics teachers at the secondary level in light of NCTM’s effective teaching practices was generally at a low degree, with an arithmetic mean of (1.56), and their performance level appeared in light of the practices of “asking purposeful questions, supporting the productive struggle in learning mathematics, And extracting evidence on students' thinking and use", to a medium degree, and with arithmetic averages (1.84, 1.77, 1.70), respectively. While the level of their performance appeared in the light of the practices of “facilitating meaningful mathematical dialogue, building procedural fluency from conceptual comprehension, setting mathematics objectives to focus learning, implementing tasks that enhance inference and problem solving, and using and linking mathematical representations” to a low degree, with arithmetic averages of (1.55, 1.52, 1.44, 1.36, 1.28) respectively. In light of the results of the study, a set of recommendations were presented.

Dados da obra

Tipo

Artigo

Periódico

International Journal of research in Educational Sciences, v. 5, n. 4, p. 343-412

Ano

2022 (2022-09-15)

Idioma

en

Palavras-chave

mathematics teachers; secondary school teachers; teacher performance; mathematics education; productive struggle; procedural fluency; mathematical representation; problem solving

Temas

Práticas Pedagógicas, Resolução de Problemas

DOI

10.29009/ijres.5.4.9

ISSN

2585-6081, 2585-6766

Licença

cc-by-nc

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026