إدراك معلمي الرياضيات للمرحلة الأساسية لمهارات حل المشكلات والاستيعاب المفاهيمي في محافظة الخليل
مراد موسى محمد الفسفوس
murad musa mohammad alfasfos
This study aimed to investigate the extent of mathematics teachers' awareness of the basic stage of problem-solving skills and conceptual understanding in the Hebron governorate. A stratified random sample according to gender was selected by approximately 60% of the study population. The researcher used the descriptive approach, as he built two questionnaires as tools for the study and verified their validity and reliability. The results of the study showed that mathematics teachers ’awareness of the basic stage of problem-solving skills in the Hebron governorate was moderate, and that their perception of conceptual comprehension skills in the Hebron governorate was high. The results showed that there were no statistically significant differences in mathematics teachers ’perception of basic stage of problem-solving skills in Hebron governorate due to the variable of gender, academic qualification, specialization and years of experience. It also showed that there are no statistically significant differences in mathematics teachers ’perception of the basic stage of conceptual comprehension skills in the Hebron governorate due to the variable of gender and academic qualification. While there were statistically significant differences in their perception of the conceptual comprehension skills due to the variable of specialization and they were in favor of teachers with specialization (methods of teaching mathematics). There were statistically significant differences in their perception of the conceptual comprehension skills due to the years of experience variable and were in favor of teachers with years of experience (more than 10 years). In light of the results, the researcher recommended that primary school teachers should be given tasks to solve unfamiliar problems for students, and give training courses on how to use drama in solving the mathematical problem, and the necessity of using trial and error strategy in solving the problem, and making organized lists to discover the pattern in the mathematical problem, and the need to create An organized list to organize the information of the mathematical problem to be solved, and the necessity for teachers of the primary stage to verify the correctness of the solution by reversing the problem.