The Extent of Practicing of Mathematics Teachers for Movements of Developing the Mathematical Communication Types and Skills with their Students in the 7th, 8th and 9th Grades in Gaza

Abstract

This research aimed at knowing the estimated averages of the mathematics teachers’ practice of movements to develop the mathematical communication types and skills with their students in the 7th, 8th and 9th grades in Gaza. To achieve this purpose, the researcher prepared a questionnaire including fives aspects and 46 items. The sample consisted of (111) teachers. The results showed that the estimated average of the teachers for each aspect reached 3.28-66% for movements of developing mathematical reading, (3.52-70%) for movements of developing mathematical writing, (3.93-79%) for movements of developing mathematical lessening and discussion, (3.62-72 %) for movements of developing mathematical representation, and (3.56-71 %) for movements of evaluating the mathematical communication. The results showed that there are significant differences between the estimated averages of the teachers according to gender, experience, and job situation for the rate of practice of movements of developing the mathematical listening and discussion, writing skills (in case of job situation) and evaluating the mathematical communication (in case of experience). The differences were in favor of the estimated averages of female teachers, UNRWA teachers and teachers of more than 6 years experience. There aren’t significant differences between the estimated averages of the teachers of the three grades for the rate of practice of movements to develop the mathematical communication types and skills.