شبكة المعلومات العربية التربوية

The study aimed at recognizing how far do math female teachers use active learning strategies, and detecting the obstacles preventing using of active learning strategies as well as knowing the statistic differences between female teachers concerning degree of applying active learning strategies and the challenges related to teacher, curriculum, school organization, nature of active learning strategies subject to qualification and experience variable. The researcher use survey descriptive approach and a simple random sample were selected from study community, which consisted of 87 math teacher in average grade. Questionnaire was used as a measurement tool, the study tool consisted of 63 paragraphs distributed on two aspects: first is related to active learning strategies and second is related to the challenges they face while applying active learning strategies in regard of teacher, student, curriculum, school organization and nature of active learning strategies. The researcher used various static methods such as repetitions, percentages, averages, standard deviations and analysis of unilateral variance. The most important results were as follows: Degree of math teachers’ using active learning strategies while teaching in average grade was great. There are some challenges preventing the use of active learning strategies in teaching mathematics in average degree; the most significant of which and (great) was those obstacles related to nature of active learning strategies, school organization and student. There are no static indicating differences at level 0.05 and below between answers of the teachers concerning degree of math teacher using of active learning strategies and this is due to qualification and experience variables. There are no static indicating differences at level 0.05 and below between answers of the teachers concerning the obstacles related to teacher, student, school organization and nature of active learning strategies, and this is due to qualification and experience variables. (Published abstract)