Self-assessment of performance of middle school mathematics teachers in light of the standards of school mathematics processes (NCTM)

Abstract

This study aimed to identify the degree of availability of the indicators of the Standards of school mathematics processes )NCTM( in the performance of teachers in middle schools according to their self-assessment. The study followed the descriptive approach. A questionnaire was used to answer questions of the study. The sample of the study consisted of 118 appointed middle school mathematics teachers in public schools in Riyadh. The results of the study showed weaknesses in most of the indicators of school mathematics processes standards )NCTM( in the performance of teachers in middle schools. Minimal availability of standards were found of both mathematical problem solving, reasoning and mathematical proof, and mathematical connections in the performance of mathematics teachers, while the standard of mathematics communication shows a medium degree of availability in mathematics teachers’ performance in addition to the standard of mathematical representation which was largely unavailable. In light of these results, the researcher recommended: • Reconsidering the assessment system of mathematics teachers’ performance by adopting alternative evaluation strategies such as self-assessment. • Designing and implementing training courses, workshops and educational meetings for middle school mathematics teachers to raise their level of awareness and specialized and professional skills in light of the standards of school mathematics processes )NCTM(.