مستويات عمق المعرفة الرياضياتية في بيئات تعلم الرياضيات : دراسة تحليلية مقارنة
The present research aimed at knowing the extent to which teachers and sixth grade students are able to perform the depth of mathematical knowledge in mathematics learning environments, and the extent to which this mastery varies according to different mathematics learning environments. The sample of the research was a sample of teachers and sixth grade primary students at Mohamed Saad Mostafa School, Nabil Al-Waqaad Official Language School, and Shafiq Al-Kheshin School. The descriptive analytical comparative method was used in this research to verify its hypotheses, and the research tools consisted of a test of the levelsof depth of Mathematical knowledge for sixth grade primary school students, an observation sheet for observing teaching performance according to the mathematics teachers' levels of depth of knowledge, as well as a form for interviewing a focus group of primary mathematics teachers. The results of the research indicated a low level of ability of the sample of students to perform the depth of mathematical knowledge, especially at the levels of concepts, skills, and strategic thinking. Students in Arabic language mathematics learning environment have achieved a higher level of mastery than their counterparts in the English language mathematics learning environment. Results also indicated a low level of ability of the sample of teachers in teaching performance according to the levels of depth of Mathematical knowledge, especially at the levels of strategic thinking and extended thinking, and the results revealed that there are no differences in the level of mastery of these performances between the sample of Mathematics teachers in Arabic language and mathematics teachers in English language. Based on the results of the research, a guide was presented for mathematics teachers to develop the levels of depth of Mathematical knowledge for their students in the sixth grade of primary school. The research recommended the following: integrating activities for developing the levels of depth of mathematical knowledge in the mathematics curricula, training students through continuous formative assessment on the activities of the different levels of depth of Mathematical knowledge, providing professional development programs for Mathematics teachers on how to develop the levels of the depth of mathematical knowledge, making mathematics teacher preparation programs pay attention to strategies and models for developing levels of depth of mathematical knowledge in teaching methods courses, as well as directing researchers, teachers and curriculum planners towards using levels of depth of knowledge in evaluating mathematics learning outcomes. (Published abstract)