صعوبات استخدام الأهداف الوجدانية في تدريس الرياضيات لطلبة المرحلة الأساسية العليا من وجهة نظر المعلمين
This study aimed to identify the difficulties that mathematics teachers for primary stage face in using the affective objectives in teaching mathematics for the students. It also aimed to identify the differences of these difficulties depending on gender, educational qualification, and experience of the teacher on how to deal with these difficulties. For the purpose of the study; the researcher used a questionnaire that he built as a tool of the study. The questionnaire included those possible difficulties that mathematics teachers might face in using the affective objectives while teaching the students of the upper primary stage of mathematics. It also included four dimensions; difficulties that are relating to the affective objectives of mathematics, preparation of mathematics teachers of the upper primary stage and training them, the content of the curriculum of mathematics and its nature, and the measurement and the evaluation of achieving the affective objectives. After checking validity and reliability, the tool was applied to a sample of the study included 104 teachers; 57 males and 47 females. All are still teaching mathematics subject in the public schools that are part of the Directorate of Education-University Brigade in Amman. The study reached to the existence of a few difficulties in using the affective objectives , that stand as obstacles- in the face of mathematics teachers of the upper primary stage in using the affective objectives in teaching. The difficulties are related to the curriculum of mathematics and its nature, and then difficulties related to the measurement and evaluation of achieving the affective objectives, after that come difficulties related to the preparation and training of upper primary stage teachers, and then finally difficulties related to affective objectives of mathematics. On the other hand, the study didn’t show statistical differences between the mathematics teachers responses for the difficulties of using affective objectives in teaching that have to do with variables related to personal aspects. Based on the results of the study, the researcher recommended that its necessary to put in place training programs for mathematics teachers that include how to use the affective objectives in teaching especially for those who are new teachers. He also recommended conducting similar studies of this one, for the lower primary stage teachers, and also for secondary stage. (Author’s abstract)