شبكة المعلومات العربية التربوية

This study aims mainly at discovering the effectiveness of a proposal training program in qualifying mathematics female teachers in elementary school with skills of using some strategies of metacognitive knowledge while teaching, and measuring its effect in developing mathematical problem solving skills among students of trainee teachers in such program. The study group consists of (48) mathematics teachers for grade eight in Riyadh, half of which (24) represents the experimental sample of trainee teachers of the said program; while the other half (24) represents the supervising teachers. The group consists also of (280) students half of them (140) refers to the trainee teachers; whereas the other (140) refer to untrained teachers. It is worth to say that tools of this study encompass an observation card of mathematics teachers’ performance skills in using some strategies of metacognitive knowledge and a test to examine elementary students’ ability of mathematical problem solving. Both the prior and post implementations have been carried out for the said observation card and the test alike. The experimental group of teachers receives the proposal training program and teaches the experimental students for a whole semester. Study results indicate the effectiveness of this with some skills of using certain strategies of metacognitive knowledge in mathematics teaching. In addition, the results highlight a statistical difference for the experimental students in the post implementation of mathematical problem solving test as a whole, and for each of its skills separately. In view of the study’s procedures and recommendation, a number of suggestions and recommendations have been given. (Published abstract)