Arab Educational Information Network

The research aims at understanding the teaching practices adopted by mathematics teachers, and whether they contribute to the development of students’ mathematics intuition skills. It also aims at understanding the reasons behind using these practices. The research used qualitative approach, case study, and the sample consisted of five female mathematics teachers. The teachers were observed for a long time, and then an in-depth interview was conducted. In addition, the research tools were approved and tested. The research found a set of results as follows: the teacher practices and strategies of the mathematical intuition greatly varied, particularly, regarding the development of cognitive relations skills. Also, the teachers failed to develop estimation skills, except for one teacher who used this skill clearly. Most of the verification skill was achieved. The factors that directly or indirectly impacted the teaching practices in a positive way are; back - ground of intuition, career passion, teaching philosophy adopted by the teachers, mathematical background, teachers’ expectation of their students, past experiences, and get - ting acquainted with various resources. On the other hand, the factors that directly or indirectly had a negative influence are; not majoring in mathematics, passive role of the supervisors, length of the textbook, and lack of integration of other factors to mathematics projects. Other factors, which influenced teaching practices positively and negatively at the same time, were; training courses, people impressions about the teacher, and the continuous assessment system. (Published Abstract)