واقع معوقات تطبيق المعامل الافتراضية في تدريس الرياضيات في صفوف المرحلة الابتدائية
This study aimed know the actual use of the use of virtual labs in teaching mathematics from the point of view of teachers and school supervisor in the city of Jeddah, according to experience and training variables, Determine the importance of the virtual labs in teaching mathematics at the primary stage and then determine the extent of its use, in addition to revealing the obstacles that limit its use in teaching mathematics at this stage. To achieve the objectives of this study the researcher used the descriptive method, through preparing a Questionnaire which was applied to the study population represented in the mathematics teachers in the primary school in the city of Jeddah, which reached (262) teachers. The most important results of this study were as follows: 1) The degree of importance of using virtual labs in teaching mathematics to the primary stage from the point of view of teachers and school supervisor was very large. 2) The degree of use of teachers for the virtual labs in teaching mathematics to the primary stage from the point of view of teachers and supervisors was large. 3) The degree of obstacles to the use of teachers for the virtual labs in teaching mathematics to the primary fun from the point of view of teachers and school supervisor was large. 4) There are statistically significant differences at the level (0.05) in the views of teachers and school supervisor on the importance of teachers using virtual labs in teaching mathematics to the primary stage due to the variables of training experience for those who have received training more than two courses and have experience of more than 10 years. 5) There are statistically significant differences at the level (0.05) in the views of teachers and school supervisor about the degree of use of virtual labs by teachers in teaching mathematics for the primary level due to the variables of training experience for those who have received training more than two courses and have experience of more than 10 years. 6) There aren't statistically significant differences at (0.05) in the views of teachers and school supervisor on the barriers to teachers using virtual labs in teaching mathematics for primary school due to variables (training and experience). (Published abstract)