العلاقة بين استيعاب طلاب المرحلة الابتدائية بالمملكة العربية السعودية للمفاهيم المرتبطة بالعمليات الحسابية ومعتقدات معلميهم لهذا الاستيعاب
This study aims at knowing the relationship between students’ understanding of number and operation concepts and their teachers’ beliefs about that understanding. The study sample consisted of 1411 male and female students at the 6th grade and 528 male and female teachers in a number of the educational directorates in Riyadh, Hafr Al-Batin and Abha in Saudi Arabia. Two instruments were used in this study: the first was a test of the understanding of the concepts related to the Mathematical operations which aimed at measuring the degree of the students understands of these concepts; the second was a questionnaire aiming at knowing the teachers’ beliefs about their students’ understanding of the concepts related to the Mathematical operations. The results of the study showed that the ratio of the general mean for the students’ understanding of the concepts related to the Mathematical operations was 47%; whereas the ratio of the general mean about the teachers’ beliefs about the students’ understanding of the concepts related to the Mathematical operations is 74 %. The study showed that there is obvious discrepancy between the students’ understanding of the concepts according to what the results of the tests and the teachers’ beliefs about that understanding. The results also showed statistical differences in the male and female Math teachers’ beliefs about that the students’ understanding of the concepts related to the Mathematical operations, it was in favor of female teachers; and between teachers who have no educational qualifications and those who have educational qualifications; it was in favor of the latter. The study also showed that there are no statistical differences in the male teachers’ beliefs about their students’ understanding of the concepts related to the Mathematical operations which can be attributed to qualifications, work experience or the number of training courses. (Published abstract)