The Degree of Math Teachers’ Practice of Lateral Thinking Skills in the Upper Intermediate Stage in Jordan

Munes Adeeb  Hamadneh

doi:10.35516/edu.v50i1.4554

Authors

Munes Adeeb Hamadneh Faculty of Educational Sciences, Irbid National University, Jordan. https://orcid.org/0000-0002-1988-8711

DOI:

https://doi.org/10.35516/edu.v50i1.4554

Keywords:

Degree of Practice,, Lateral Thinking Skills, Math Teachers

Abstract

Objectives: This study aimed to investigate the degree of Math teachers' practice of lateral thinking skills in the upper intermediate stage in Jordan, And the differences in it according to the variables of sex, educational qualification and teaching experience.

Methods: The study used the descriptive survey method, by applying the questionnaire tool consisting of (20) items to a sample of (123) male and female teachers who were randomly selected from the Northeastern Badia Educational Directorate schools for the Academic Year (2021-2022).

Results: The study results revealed that the degree of Math teachers’ practice of lateral thinking skills in the upper intermediate stage in Northeastern Badia Educational Directorate was moderate. It was also showed that there were no statistically significant differences in the degree of Math teachers’ practice of lateral thinking skills in the upper intermediate stage attributed to the variables of sex, educational qualification, and teaching experience.

Conclusions: In the light of the current results, the study recommends that Math teachers be trained on the most important strategies and methods to improve their lateral thinking skills for better use in teaching, and conducting similar studies on different samples and other educational stages such as the secondary and primary stages, and comparing their results with the results of the current study.

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