الإحتياجات التدريبية لمعلمي الرياضيات بالمرحلة المتوسطة في ضوء أبعاد القوة الرياضية من وجهة نظرهم
The study aimed to identify the training needs of middle school mathematics teachers in light of the dimensions of mathematical strength from their point of view. The researchers used the descriptive survey method, and the questionnaire was also relied upon as a tool for collecting data. It was applied to a sample of (63) teachers, and the study reached the following results. The training needs of middle school mathematics teachers were high in all dimensions of mathematical power (mathematical communication, mathematical cohesion, and mathematical reasoning), and the results revealed that there were no statistically significant differences at the level of significance (0.05 ≥a) between the averages of the sample members’ responses to the training needs. For mathematics teachers in the intermediate stage in light of the dimensions of mathematical strength attributed to the research variables: (scientific qualification, type of academic qualification, teaching experience, and number of training courses). The research recommended several recommendations, the most prominent of which is strengthening the process of involving mathematics teachers in the intermediate stage in determining programs and training courses, and developing a plan. A strategy for training middle school mathematics teachers according to their training needs, then setting goals that fit the nature of these needs, then designing programs according to a specific time plan, and evaluating these programs after completing their implementation. (Published abstract)