دَورُ مَهارات حَلّ المَسائِلِ غَير الرُوتينية في التَنبؤِ بِعاداتِ العقلِ ما وراء المعرفة  لدى مُعلميّ الرِّياضِيات في الأرُدنِ

Omar S.  Khabour; Ali M. Al-Zoubi

doi:10.35516/edu.v50i2 -S1.1262

Authors

Omar S. Khabour Jordan Ministry of Education, Jordan https://orcid.org/0009-0003-1725-2765
Ali M. Al-Zoubi Department of Curriculum and Instruction, Faculty of Education, Yarmouk University, Jordan

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.1262

Keywords:

Solving non-routine math equations, metacognitive habits of mind, mathematics teachers

Abstract

Objectives: This study aims to identify the role of solving non-routine mathematics equations in predicting the metacognitive habits of mathematics teachers in Jordan.

Methods: The study employed a descriptive analytical approach and was conducted with a sample of 87 eighth-grade mathematics teachers chosen using a systematic random methodology. Two tests were administered: the first assessed the skills of solving non-routine mathematical equations, and the second assessed the metacognitive habits.

Results: The results indicated that the skills of solving non-routine mathematical equations can predict the metacognitive habits of eighth-grade mathematics teachers. In addition, the study revealed that the sample's skill level in solving non-routine mathematical equations and their metacognitive habits were low.

Conclusions: The study recommends providing training to mathematics teachers on the skill of mathematical reasoning through the use of non-routine mathematical equations, presenting them as real-life problems. It is worth telling that this approach can contribute to the development of mathematics teachers' skills.

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