نوع المستند : المقالة الأصلية
المؤلفون
1 جامعة الملك خالد، كلية التربية، قسم التعليم والتعلم، أبها، المملكة العربية السعودية
2 جامعة الملك خالد
3 جامعة الملك خالد، كلية التربية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The study amid to identify mathematics teachers’ perceptions of deep learning and its relationship to their teaching practices, according to the variables of gender, age group, number of years of teaching experience, and academic qualification. The study adopted the descriptive approach, The random study sample consisted of (104) male and female mathematics teachers in secondary school in Taif Governorate, The researchers used a scale as a tool to measure mathematics teachers’ perceptions of deep learning and its relationship to their teaching practices. The study reached the following results: Mathematics teachers’ perceptions of deep learning are generally positive, and the level of teaching practices of mathematics teachers was high. Moreover, that academic qualification and gender have an impact on mathematics teachers’ perceptions of deep learning and their teaching practices, while age group and years of experience do not significantly affect mathematics teachers’ perceptions of deep learning and their teaching practices. It also demonstrated a positive correlation between mathematics teachers’ perceptions of deep learning and their teaching practices. The study recommended the need to enhance positive perceptions among mathematics teachers towards deep learning and the teaching practices associated with it, as well as designing and implementing training programs for mathematics teachers to familiarize them with the concept of deep learning and its strategies, and also encouraging mathematics teachers to adopt teaching strategies that support deep learning.
الكلمات الرئيسية [English]
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