Classroom Practices Reality of Mathematics Female Teachers that

Contribute to the Development of Mathematical Proficiency

Buthaina Mohammad Badr

(Department of Curriculum and Instruction, Umm Al-Qura University, Saudi Arabia)

Abstract: The present study examines the classroom practices reality of mathematics female teachers that contribute to the development of the mathematical proficiency depending on the different approaches of teaching. To empirically investigate the above problem the study employed the exploratory quantitative research design. The current study sample consisted of all the female mathematics supervisors at Makkah Educational Area, i.e., 24 according to the Department of General Education Statistics 1434–1435 School Year (Second Semester). Purposive sampling procedure was used to select twenty four (24) school supervisors because they had the needed information. Structured questionnaire was used to collect data from the study participants. SPSS software version 21 was used to carry out the data analysis where descriptive statistics and independent t-test. The t-test was performed on raw scores across the entire sample. The results show that there are no significant differences between teaching methods when assessing procedural fluency, strategic competence and adaptive reasoning. Students’ progress in conceptual understanding is significantly better when teachers teach with a problem-based curriculum. In order to develop aspects of self-efficacy, the results show that pupils would better benefit from a traditional curriculum.

Key words: mathematical proficiency, classroom practices, female teachers, mathematics reality, teaching methods