Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching
The purpose of the study was to investigate the attitudes of Jordanian classroom teachers towards mathematics and mathematics teaching. To achieve this purpose a study sample of , 153, male and female classroom teachers was selected randomly from the governmental schools. The instrument of the stud...
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King Saud University
2011-09-01
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doaj-42d563e1eb844094ad01bd0ceeb7f5372020-11-25T00:10:47ZaraKing Saud UniversityJournal of Islamic Studies1658-63011658-63012011-09-01233631652Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics TeachingKhamis Mousa NejemThe purpose of the study was to investigate the attitudes of Jordanian classroom teachers towards mathematics and mathematics teaching. To achieve this purpose a study sample of , 153, male and female classroom teachers was selected randomly from the governmental schools. The instrument of the study was a questionnaire that used to investigate the attitudes of the classroom teachers towards mathematics and mathematics teaching. The questionnaire contained five domains: degree of mathematics difficulty, tendency towards mathematics, planning for teaching mathematics. implementing mathematics lesson and assessment of learning mathematics. The results of the study revealed that: Classroom teachers have negative attitudes towards mathematics and planning for teaching mathematics. They, however, have positive attitudes towards implementing mathematics lesson and assessment of learning mathematics. There were no significant differences between male and female classroom teachers‘ attitudes towards mathematics and mathematics teaching in the following domains: degree of mathematics difficulty, tendency towards mathematics, implementing mathematics lesson and assessment of learning mathematics, and total score of the questionnaire. While there was a significant difference between male and female classroom teachers‘ attitudes in the domain of plam1ing for teaching mathematics. There were no significant differences of the classroom teachers‘ attitudes towards mathematics and mathematics teaching due to the class level , lst grade, 2nd grade, 3rd grade http://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/0023-03-06.pdfAttitudesJordanianClassroomTeachers MathematicsTeaching |
collection |
DOAJ |
language |
Arabic |
format |
Article |
sources |
DOAJ |
author |
Khamis Mousa Nejem |
spellingShingle |
Khamis Mousa Nejem Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching Journal of Islamic Studies Attitudes Jordanian Classroom Teachers Mathematics Teaching |
author_facet |
Khamis Mousa Nejem |
author_sort |
Khamis Mousa Nejem |
title |
Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching |
title_short |
Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching |
title_full |
Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching |
title_fullStr |
Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching |
title_full_unstemmed |
Attitudes of Jordanian Classroom Teachers Towards Mathematics and Mathematics Teaching |
title_sort |
attitudes of jordanian classroom teachers towards mathematics and mathematics teaching |
publisher |
King Saud University |
series |
Journal of Islamic Studies |
issn |
1658-6301 1658-6301 |
publishDate |
2011-09-01 |
description |
The purpose of the study was to investigate the attitudes of Jordanian classroom teachers towards mathematics and mathematics teaching. To achieve this purpose a study sample of , 153, male and female classroom teachers was selected randomly from the governmental schools. The instrument of the study was a questionnaire that used to investigate the attitudes of the classroom teachers towards mathematics and mathematics teaching. The questionnaire contained five domains: degree of mathematics difficulty, tendency towards mathematics, planning for teaching mathematics. implementing mathematics lesson and assessment of learning mathematics. The results of the study revealed that:
Classroom teachers have negative attitudes towards mathematics and planning for teaching mathematics. They, however, have positive attitudes towards implementing mathematics lesson and assessment of learning mathematics.
There were no significant differences between male and female classroom teachers‘ attitudes towards mathematics and mathematics teaching in the following domains: degree of mathematics difficulty, tendency towards mathematics, implementing mathematics lesson and assessment of learning mathematics, and total score of the questionnaire. While there was a significant difference between male and female classroom teachers‘ attitudes in the domain of plam1ing for teaching mathematics.
There were no significant differences of the classroom teachers‘ attitudes towards mathematics and mathematics teaching due to the class level , lst grade, 2nd grade, 3rd grade
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topic |
Attitudes Jordanian Classroom Teachers Mathematics Teaching |
url |
http://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/0023-03-06.pdf |
work_keys_str_mv |
AT khamismousanejem attitudesofjordanianclassroomteacherstowardsmathematicsandmathematicsteaching |
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