شبكة المعلومات العربية التربوية

The study aimed to identify the degree of mathematics teachers practicing in Jordan the methods of realistic evaluation and its relationship to the mathematical issue, and to answer the study questions, 3tools were built: The first is the questionnaire of the degree of mathematics teachers practice and the number of its paragraphs (95) paragraphs distributed on the practices of methods of realistic evaluation methods and tools, and the second A classroom observation tool, individual interview, and document analysis of the degree to which mathematics teachers in Jordan practice real-world assessment methods. The third is an achievement test to measure the ability of students to solve the mathematical problem in the two study units (equations, variations, functions) for the first year of secondary school. The number of its paragraphs reached (69) multiple choice items. This is after extracting indicators of their sincerity and consistency according to the methodology of scientific research. The sample of the study consisted of (622) male and female teachers who teach mathematics distributed to the public and private schools of the capital, Amman, who have more than one year of educational experience and study the math curriculum for the first year of secondary scientific in the first semester of the academic year 6205, of whom (50) teachers (020) teachers, distributed among (30) schools for the secondary stage, including (00) schools for males, (62) schools for females, and the sample was surveyed and depended on the researcher's ability to reach the members of the study. The members of the study for the second stage reached (08) male and female teachers who were chosen through controlling for the variables (gender, qualification, and experience), and the number of their students reached (592) male and female students distributed in (08) study divisions. The researcher has adhered to the scientific methodology in his study, data processing, extraction of arithmetic averages, standard deviations, percentages, and monovariance analysis (ANOVA) of Variance Analysis, and the results showed that there was a statistically significant difference at the level of significance (α = 2.20) in the ability of students to solve the mathematical problem attributed to The degree of mathematics teachers ’application of the methods of realistic evaluation and their relationship to solving the high mathematical problem compared with the middle and lower groups of application, and in favor of the middle application group compared to the lower application group. (Published abstract)