درجة اسهام معلمي الرياضيات في تنمية مهارات حل المشكلة الرياضية لدى طلاب المرحلة الابتدائية
This study aimed to identify the extent of contribution made by the mathematics teachers in promoting mathematical problem solution skills (algorithm) by primary school stage students. To achieve the objectives of the study, the researcher employed the descriptive survey method and prepared an observation on card as the study's tool. The card contained 28 skills assigned to the steps of working out the mathematical problem: comprehending the problem, formulating a plan for solution, executing the solution plan, and verifying the correctness of the solution. The instrument was administered to a sample of 25 mathematics teachers who are teaching fourth primary graders at the government schools in the Holy City of Makkah. To answer the study questions some statistical measures were used through applying the social sciences statistical packages (spss). The study reached the following results: 1) The degree of the mathematics teachers’ contribution in promoting the skills of understanding the problem was at a medium level, whereas the degree of their contribution in promoting the skills (drawing up a solution plan, carrying out the solution plan, and verifying the accuracy of the solution) was at a low level. 2) The extent of mathematics teachers’ contribution in promoting mathematical problem solution skills as a whole was at a low level. 3) There were no statistically significant differences in the mathematics teachers’ contribution in promoting mathematical problem solution skills attributed to the variable of years of service. Based upon the results reached, the researcher made a number of important recommendations: 1) Enriching and reinforcing the current courses (specialized) within the mathematics teacher education program with the new in the area of problem solving. 2) Training in-service teachers in mathematical problem solving (steps, skills, strategies) while maintaining a balance between the theoretical and applied aspects during training. 3) Preparing a mathematics teacher’s integrated manual in the area of problem solving, to serve as one of the main teacher references in this field. (Author’s abstract)