مستوى قلق الرياضيات لدى معلمات الصفوف الثلاثة الأولى في الأردن

Mahmoud Mohamad  Al Dweri; Ibrahim Ahmad  El-shara

doi:10.35516/edu.v50i2 -S1.1527

المؤلفون

Mahmoud Mohamad Al Dweri Department of Curriculum and Instruction, School of Educational Sciences, University of Jordan, Jordan https://orcid.org/0009-0007-9721-568X
Ibrahim Ahmad El-shara Department of Curriculum and Instruction, School of Educational Sciences, University of Jordan, Jordan

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.1527

الكلمات المفتاحية:

قلق الرياضيات، معلمات الصفوف الثلاثة الأولى، تدريس الرياضيات

الملخص

الأهداف: هدفت هذه الدراسة إلى معرفة مستوى قلق الرياضيات لدى معلمات الصفوف الثلاثة الأولى في الأردن.

المنهجية: اعتمدت الدراسة المنهج المختلط (الكمي-النوعي)، وتكونت عينة الدراسة من (450) معلمة في العاصمة الأردنية عمان، واختير منهن مجموعة تركيز مكونة من (6) معلمات تمت مقابلتهن فرديًا، طوّر الباحثان مقياس قلق الرياضيات وتكون من (37) فقرة، وأداة للمقابلات تم التحقق من صدقها وثباتها.

النتائج: أظهرت نتائج الدراسة أن مستوى قلق الرياضيات لدى معلمات الصفوف الثلاثة الأولى مرتفع، ولم تُظهر النتائج فروقًا دالة إحصائيًا عند مستوى الدلالة (0.05=α) في تقديرات المعلمات لقلق الرياضيات لديهن تعزى إلى متغبر سنوات الخبرة.

الخلاصة: في ضوء النتائج أوصى الباحثان بضرورة تقصي أسباب قلق الرياضيات لدى معلمات الصفوف الثلاثة الأولى، وضرورة تقديم برامج تدريبية لمعلمات الصفوف الثلاثة الأولى تمكنهن من مهارات تدريس الرياضيات لخفض مستوى قلق الرياضيات لديهن.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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