الممارسات التدريسية لمعلمي الرياضيات وعلاقتها بالتحصيل الرياضي لطلبة الصف الرابع الابتدائي وأثر بعض المتغيرات مستوى الممارسات في ضوء دراسة timss2015
This research aims at examining relationship between levels of teaching practices of mathematics teachers with mathematical achievement of students and knowing effect of some variables related to mathematics teacher on his teaching in the light of (TIMSS2015) study. The research followed correlation and a causal-comparative curriculum, and sample consisted of fourth-grade students participating in mathematics test in (TIMSS2015) in Saudi Arabia, numbering (4337) students and their teachers (189) teachers. The research was based on results of students in mathematics test and responses their teachers on math teacher questionnaire. For data analysis, were used Hierarchical Linear Modeling and one-way Analysis of Variance. The results showed a weak positive correlation between practices and mathematical achievement, except for three practices that were associated with poor negative achievement, and there was an effect of sex variable in most practices, and that professional development had an impact on most practices for participants in professional development programs, which varied depending on program scope and number of hours. It was not clear that there was an effect of teaching experience except in two practices in favor of less experienced teachers, as it was not clear that there was an effect of qualification type in all practices. (Published abstract)