الممارسات التدريسية لمعلمي ومعلمات رياضيات المرحلة المتوسطة في ضوء مجالات المعرفة وفقا للاختبارات الدولية timss 2015
The study aims to identify the level of mathematics teachers practices in light of the Trends in International Mathematics and Science Study (TIMSS) cognitive domains, which are knowing, applying, reasoning. Also, it aims to investigate whether there are differences in the level of teaching practices due to the two study’s variables (teaching experiences, gender, study tools). In this study, two instruments which are observation card and questionnaire were used to reach the research objectives. Thirty-three teachers (males, females) participated in this study. The study reveals that the level of mathematics teachers practices in the light of the TIMSS cognitive domain was high (3.53 from 5). Also, there were significant differences between the levels of mathematics teachers practices at level (oe=0.05) attributed to the gender variable in favour of females, and in favour of teachers who have more teaching experiences. In addition, there were significant differences at level (oe=0.05) between the averages of the study participants' practices, according to the variable of the study tools in favour of the questionnaire. The study recommended that using the observation card as s self-assessment form for mathematics teachers practices in the light of the TIMSS cognitive domains and supporting it by performance assessment scales. (Published abstract)