Exploring Primary School Mathematics Teachers' Strategies for  Enhancing Students' Mathematical Writing Skills

Ibrahim Khalil; Rasha Hashim; Yousef Wardat; Nourah Alasmari

doi:10.36941/jesr-2023-0102

Authors

Ibrahim Khalil Assistant Professor of Mathematics Education, Department of Curriculum and Instruction College of Education, University of Bisha, Bisha 61922, P.O. Box 551, Saudi Arabia
Rasha Hashim Professor of Mathematics Education, Faculty of Women, Ain Shams University, Egypt
Yousef Wardat Department of Curriculum and Instruction, Faculty of Mathematics Education, Higher College of Technology, Al Ain, UAE
Nourah Alasmari Associate Professor of Curriculum and Instruction, Department of Curriculum and Instruction, College of Education, University of Bisha, Bisha 61922, P.O. Box 551, Saudi Arabia

DOI:

https://doi.org/10.36941/jesr-2023-0102

Keywords:

mathematics; teaching practices; mathematical writing; primary school stage

Abstract

This study aimed to determine female mathematics teachers’ level of performance in employing the teaching practices necessary to develop mathematical writing among female primary school students. It used the descriptive survey approach and collected data through observation. The study sample comprised 48 female teachers. The study generated several interesting results, most notably that the mathematics teachers’ level of performance was average, with overall means of 1.92–3, and there were statistically significant differences at the level of ? < .05 in the level of teaching practices employed attributable to teaching experience in favor of the group with fewer than 10 years’ experience. Based on these results, the study makes several recommendations. Primarily, it proposes that training programs for in-service female mathematics teachers should be strengthened, ensuring they cover the teaching practices necessary to develop mathematical writing skills.

Received: 10 May 2023 / Accepted: 22 June 2023 / Published: 5 July 2023