The Reality of Using Instructional Resources in Teaching of Mathematics

Dr. Ibrahim Alhussain Khalil¹, Prof. Naem Mohammed Alamri²         

¹Assistant Professor Of  Mathematics Education- University Of Bisha                                     

²Professor Of  Mathematics Education- King Saud Univesity

Volume:13 | Issue: 4 | Pages: 52-81 | https://doi.org/10.54940/ep51912489 | December 2021 | PDF

Received: 18 May 2021 | Accepted: 3 October 2021

Abstract:

The study aimed at identifying the reality of Using Instructional resources in mathematics teaching, and to find the statistical differences in using the resources attributed to experience, educational stage, and gender. The study employed a mixed sequential explanatory method; data was collected through interviewing (20) (teachers; supervisors) and (516) teachers responded on the questionnaire. The results proved that teacher’s employment of resources in mathematics teaching was high (M. = 2.34), differences in teacher’s employment of resources in mathematics teaching attributed to experience and educational stage were found insignificant at (α≤ 0.050), but differences at (α≤ 0.05) attributed to gender were significant in favor of female teacher’s. The researchers recommend to design training programs on teacher’s resources and methods of implementing them in teaching mathematics.

Keywords:

Instructional Resources, teaching mathematics. - textbook - Teacher's guide-    References and articles 

How to cite this paper:

Khalil, I;  Alamri, N (2021). The Reality of Using Instructional Resources in Teaching of Mathematics, Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol (13), No (4)