مستوى اكتساب الطلبة المعلمين في تخصص الرياضيات للتحركات التدريسية للبُنى الرياضية وعلاقته بمستويات تحصيلهم الأكاديمي

Khoula Zahir Alhosni

doi:10.35516/edu.v51i4.8105

Authors

Khoula Zahir Alhosni Curriculum &Teaching Department, College of Education, Sultan Qaboos University, Muscat, Sultanate of Oman https://orcid.org/0000-0003-3961-0941

DOI:

https://doi.org/10.35516/edu.v51i4.8105

Keywords:

Teaching moves for mathematical structures, teacher students, acquisition level, academic achievement

Abstract

Objectives: The current study aims to measure the level of acquisition of teaching moves related to mathematical structures among mathematics student teachers, to explore the correlation between this acquisition and their academic achievement levels, and to investigate the differences in the level of acquisition according to their varying levels of academic achievement.

Methods: The study employed a descriptive methodology, using two tools: a test to assess mathematics student teachers' acquisition of teaching moves (in concepts, generalizations, and algorithms) and an academic achievement test categorizing students into high, average, and low achievers. The tools were applied to 36 undergraduate Mathematics Education students enrolled in the Spring 2023 Mathematics Teaching Methods course.

Results: The results showed that the percentage of students reaching the acquisition level (70% of the total score) varied by teaching move type, ranking highest in generalizations, followed by concepts, and then algorithms. There was also a statistically significant correlation between the overall acquisition of teaching moves and academic achievement. Additionally, significant performance differences were found among student teachers, linked to their academic achievement levels.

Conclusion: The study concluded that assessing student teachers' understanding and application of teaching strategies is essential for ensuring education quality. This assessment helps in choosing effective strategies and enhancing teaching practices, showcasing their ability to apply theoretical principles in teaching mathematical structures. The study recommended a comprehensive review of mathematics teacher preparation programs to emphasize both conceptual understanding and practical application.

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