إتجاهات معلمي مادة الرياضيات للمرحلة الأساسية العليا في محافظة مادبا نحو مناهج الرياضيات المطورة
This study aimed at investigating the attitudes of the mathematics teachers of the higher basic stage in Madaba towards the mathematics developed curricula, to achieve this aim an attitude scale was constructed with 48 items, distributed among four fields: objectives, contents, activities and teaching method and evaluation, its validity and reliability were assured. A classified sample of 120 male and female teachers were chosen randomly, using means, standard deviationist-test and a nova for one sample and two independent samples, the study revealed the following results: the attitudes of the mathematics teachers of the upper stage towards the developed mathematics curricula were positive on the total score with mean 3.13 and on the field of objectives with an average of 3.37, content with an average of 3.15 and the calendar with an average of 3.73. The attitudes of the mathematics teachers of the upper stage towards the developed mathematics curricula were negative on the field of activities and methods of teaching with an average of 2.71. There is a statistically significant difference in the attitudes of the mathematics teachers of the higher elementary stage towards the mathematics curriculum developed between the observed arithmetic mean and the computational mean, in favor of the observed arithmetic mean and the significance level (α≤0.015). There is a difference of statistical significance in the attitudes of the mathematics teachers of the upper stage towards the developed mathematics curriculum and the level of significance (α≤00.004) according to the gender variable in favor of females. There is a statistically significant difference in the attitudes of the mathematics teachers of the upper stage toward the mathematics curriculum developed according to the variable of the teacher's experience and the level of significance (α≤00.000), attributed to the experienced teachers less than five years and ten years and more. There were no statistically significant differences (α≤0.076) in the attitudes of the mathematics teachers of the higher elementary stage toward the developed mathematics curricula due to the variable of the academic qualification of the teacher. (Author's abstract)