شبكة المعلومات العربية التربوية

The current study aimed to identifying the level of middle stage mathematics female teachers' teaching performance in light of the requirements of developing mathematical proficiency in its five components (conceptual comprehension, procedural fluency, strategic efficiency, adaptive inference, productive desire). In addition, it was revealed that there were statistically significant differences between the average performances of the mathematics teachers in the intermediate stage in light of the requirements of the development of sports ingenuity due to the Tamkeen program. The light of the research literature after verifying its validity and stability on a random sample consisted of (30) female teachers of mathematics teachers in the intermediate stage in the city of Riyadh, and reached several results, including: 1) the average level of teaching performance of middle school mathematics teachers (in the study sample) in light of the requirements for the development of mathematical proficiency as a whole was average (36.03). The level of teaching performance in the center of the second observation card (procedural fluency) was in the first order (average) (7.97), while the third axis (strategic efficiency) in the second ranking (medium) with an average of (7.44), while the first axis (conceptual absorption) was in the third (intermediate) between The five axis of the observation card with an average of (7,07), and the fourth axis (the adaptive inference) in the ranking (average) between the card axes at an average of (6.23), while the fifth axis (the desire produced) came in the fifth and last rank (weak) with an average of (5,37). 2) There are no statistically significant differences between the mean scores of the mathematicians who are enrolled and not enrolled in the Tamkeen program related to the development of mathematical skill as a whole and its sub-components (separately). In light of the results of the research, the researcher recommended including holding training courses for mathematics female teachers to develop their educational performance related to the components of middle stage students' math proficiency. The necessity of directing the mathematics supervisors to use standardized grade observation cards during class visits to mathematics teachers in the intermediate stage. (Published Abstract)