Ahlam Al-Rifai1*, Ibrahim Khalil2
1 Master’s Degree in Curriculum and Instruction of Mathematics, General Directorate of Education in the Asir Region, Bisha, Saudi Arabia.
2 Associate Professor, Department of Curriculum and Instruction, College of Education and Human Development, University of Bisha, Saudi Arabia
Volume: 18| Issue: 1| Pages: 177-194 | March 2026 | https://doi.org/10.54940/ep93130815 | PDF
Received:06/07/2025 | Received:05/12/2025 | Accepted:12/01/2026
*Corresponding Author: ikhalil@ub.edu.sa
Abstract
This study aimed to investigate the level of instructional practices among intermediate-stage male and female mathematics teachers in light of the standards of mathematical beauty. A mixed-methods approach was adopted using an explanatory sequential design. In the first phase, quantitative data were collected through a validated and reliable questionnaire comprising 27 instructional practices distributed across five domains: system, simplicity, structure, logic, and balance. The instrument was administered to a sample of 64 mathematics teachers from the Central Education Office under the Bisha Education Directorate during the first and second semesters of the 1446 AH academic year. The second phase involved qualitative data collection through semi-structured individual interviews with 12 teachers to explore factors influencing instructional practices more deeply. The findings revealed that the overall level of instructional practices, as perceived by teachers, was moderate, with a mean score of 1.94. No statistically significant differences at the significance level (α ≤ 0.05) were found between the mean scores of Mathematics teachers' responses in the level of teaching practices, attributed to gender or years of teaching experience. However, statistically significant differences at the significance level (α ≤ 0.05) emerged concerning academic qualification, favoring teachers with a bachelor’s degree. Qualitative results identified three key factors influencing instructional practices: professional development, curriculum content, and incentives. Based on these findings, the study recommends designing training programs and presenting workshops and discussions panels for the purpose of developing the pedagogical knowledge and teaching practices of male and female mathematics teachers, regarding the standards of mathematical beauty.
Keywords
Level, Instructional Practices, Mathematical Beauty, Male and Female mathematics teachers, intermediate-stage.
How to Cite
Al Balushi, N. (2026). The Level of Mathematical practices of Intermediate-Stage Mathematics Teachers (Grades 7-9) in Light of the Standards of Mathematical Beauty. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol18 (1), pp177-194. https://doi.org/10.54940/ep93130815
License
1658-8177/© 2026-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-