أثر برنامج تدريبي قائم على الاستدلال الجبري وإدراك المعنى في تطوير ممارسات معلمات المرحلة الثانوية التدريسية، وأداء طالباتهن في الاستدلال الجبري
The study aimed to explore the effect of a training program in algebraic reasoning and sense making in developing secondary school teachers' practices, and the performance of their students. In order to achieve the objectives of the study, the quasi-experimental approach was used with its experimental design, and the study was applied to all (9) secondary school mathematics teachers, who were subjected to the training program, and a sample of second-grade secondary school students whose number was (64) female students, they were divided into two groups, one of them was an experimental group that studied using teaching based on the experiences gained after the training program, and the other was a control group that studied in the usual way. In order to answer the questions of the study and verify the validity of its hypotheses, a number of statistical methods were used. The results of the study showed a statistically significant difference at the level (α ≥ 0.05) between the mean scores of the female teachers in the pre and post measurements in all teaching practices, and in their total scores, in favor of the mean ranks of their scores in the post measurement. Also, there was a statistically significant difference at the level (α ≥ 0.05) between the mean scores of the experimental and control groups in the dimensional measurement of all types of reasoning, and the total score of algebraic reasoning in favor of the mean scores of the experimental group students. The study recommended paying attention to the field of algebraic reasoning and sense making in teacher preparation and training programs, by focusing on how to design and apply tasks that support algebraic reasoning and sense making, and attention to develop algebraic reasoning and sense making for students. (Published abstract)