التحديات في تدريس الرياضيات وطرق التغلب عليها : وجهات نظر معلمات الطفولة المبكرة
This study aimed to explore the challenges that early childhood teachers face in teaching mathematics and ways to overcome them from their perspectives. To achieve the study aim, the researchers used the mixed descriptive approach (quantitative and qualitative). Interviews were conducted with (53) female teachers as a study instrument to obtain qualitative data, and two questionnaires were developed to obtain quantitative data after distributing them to a sample of (238) female teachers in Jordan in the academic year of 2019-2020. The study results showed that the level of challenges that early childhood teachers face in teaching mathematics was moderate, while the level of appropriate methods for overcoming the challenges was high. The results also showed that there were no statistically significant differences attributed to the variables: grade level, school type, high school branch, and GPA in high school, while there were statistically significant differences due to the variable of the teacher’s specialization in the bachelor’s degree, in favor of the specialization of classroom teacher. The results of the qualitative data revealed many challenges that teachers face in teaching mathematics, such as the large number of students in the classroom and the inadequate educational environment. In addition, they indicated many suggestions to face the challenges of teaching mathematics, such as employing music, drama, and theater in teaching mathematics. In light of the study results, several recommendations were discussed. (Published abstract)