Teaching Practices for Middle School Mathematics Teachers Supporting development the of twenty-first Century Skills in light of the mutual dimensions of the Education and Training Evaluation Commission standards

`           This study aimed to identify the level of teaching practices of middle school mathematics teachers that support the development of twenty-first century skills in light of the mutual dimensions of the Education and Training Evaluation Commission standards, and to know the statistical differences between the average teaching practices of mathematics teachers according to the variables of years of service Educational and the number of training courses in the field of twenty-first century skills. The study used the mixed explanatory approach. To achieve its objectives, the researcher prepared (35) teaching practices belonging to the skills dimension domains of the evaluation and training Commission standards, which are skills: critical thinking, problem solving, creative thinking, communication, use of technology, self-learning, cooperation and community participation. The questionnaire and interview tools were used to collect the required data, and a sample was formed. The study consisted of (455) middle school mathematics teachers, and the results of the study showed that the level of teaching practices of middle school mathematics teachers for all skills came with an arithmetic average (2.73) out of (5) with a level of verification (sometimes), Where the critical thinking and problem solving skill ranked first with an arithmetic average (3.67) with a verification level (a lot), followed by the communication skill with an arithmetic average (3.63) with a verification level (a lot), followed by the self-learning skill with an arithmetic average (2.65) with a verification level (sometimes), then The skills of cooperation and community participation, creative thinking, and the use of technology, respectively, came at a level of (rarely) achieved. The results also showed that there were no statistically significant differences at the level (0.05) between the average level of the teaching practices of mathematics teachers in Middle School in support of the development of twenty-first century skills, according to the variables of years of educational service and the number of training courses in the field of twenty-first century skills.