Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools

Essa A. Alibraheim; Wasaif A. Alkhaldi

doi:10.29333/ejmste/14737

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Essa A. Alibraheim ¹ ^* , Wasaif A. Alkhaldi ¹

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¹ College of Education, Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA^* Corresponding Author

Abstract

Mathematics teachers face significant challenges in developing number sense among students. This study investigates the teaching practices of Saudi Arabian primary school mathematics teachers for fourth-grade female students. Using a descriptive-analytical approach and validated observation cards, the study sampled 20 teachers and analyzed data through statistical measures. Results revealed teaching practice levels as low in planning, moderate in implementation, and high in evaluation, with overall moderate effectiveness. No significant differences were found based on teaching experience, academic degree, class size, training programs, or teaching load. The study recommends the Saudi Ministry of Education enhance teaching practices via targeted professional development and suggests future research on instructional methods across different educational levels and the use of digital tools.

Keywords

teaching practices
number sense
mathematics female teachers
primary stage
Saudi Arabia

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 7, July 2024, Article No: em2471

https://doi.org/10.29333/ejmste/14737

Publication date: 01 Jul 2024

Online publication date: 18 Jun 2024

Article Views: 645

Article Downloads: 338

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How to cite this article

APA

Alibraheim, E. A., & Alkhaldi, W. A. (2024). Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), em2471. https://doi.org/10.29333/ejmste/14737

Vancouver

Alibraheim EA, Alkhaldi WA. Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools. EURASIA J Math Sci Tech Ed. 2024;20(7):em2471. https://doi.org/10.29333/ejmste/14737

AMA

Alibraheim EA, Alkhaldi WA. Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools. EURASIA J Math Sci Tech Ed. 2024;20(7), em2471. https://doi.org/10.29333/ejmste/14737

Chicago

Alibraheim, Essa A., and Wasaif A. Alkhaldi. "Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 7 (2024): em2471. https://doi.org/10.29333/ejmste/14737

Harvard

Alibraheim, E. A., and Alkhaldi, W. A. (2024). Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), em2471. https://doi.org/10.29333/ejmste/14737

MLA

Alibraheim, Essa A. et al. "Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 7, 2024, em2471. https://doi.org/10.29333/ejmste/14737