Teaching Strategies Used by Mathematics Teachers in the Jordan Public Schools and Their Relationship with Some Variables

Mohammad AbdelWahab H. Hamzeh^1,

¹Faculty of Educational Sciences, Isra University, Amman, Jordan

Cite this paper:
Mohammad AbdelWahab H. Hamzeh. Teaching Strategies Used by Mathematics Teachers in the Jordan Public Schools and Their Relationship with Some Variables. American Journal of Educational Research. 2014; 2(6):331-340. doi: 10.12691/education-2-6-1

Abstract

This study investigated the use of teaching strategies among Mathematics Teachers at the Public schools in Jordon, and its relationships with teachers' gender, experience, and scientific level. A stratified random sample of (75) teachers is drown. To assess the Teaching strategy use, a questionnaire with (51) items is developed. The results showed that the general level of using teaching strategies was moderate, while the level of the behavioral strategies used by the teachers was high; whereas the cognitive and affective strategies were moderate. The results also showed that there were no significant differences (α ≤ 0.05) in the Teaching strategies use related to teachers' gender, But there were significant differences in the Teaching strategies use related to experience variable in the affective strategies domain in favor of the teachers with less than (5) years experience. The results also showed significant differences in the Teaching strategies use related to scientific level variable in favor of the post graduate teachers. The researcher recommends training mathematics teachers on using the teaching strategies.

Keywords:
teaching strategies mathematics teachers

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Abu Jado, Salih. (2005). Learning Strategies and Application in Classroom. Amman: Education Institute Publications (UNRWA, UNESCO).
[2]	Al-Jabali, M. (2012). “Language learning strategy use and concept development among Jordanian undergraduate English language majors”. International journal of Education, 4 (1), 161-180.
[3]	Al –Keelanee, Al- Hakeem, Sameer. (2009). The level of Using Teaching Cognitive Strategies by Islamic Education Teachers in high school in Jordan. Al- Basair Magazine, 13 (1): 353-384.
[4]	Ashman, F., Adrian & Conway, F., Robert. (1997). Introduction Ltd, Pad stow, Cornwal. London, New York.
[5]	Bintaş, J. (2008). Motivational qualities of Mathematical experiences for Turkish preserves kindergarten Teachers. International Journal of Environmental & Science Education, 3(2), 46-52.
[6]	Barling, J & Slater, E. (2000). Transformational Leadership and Emotional Intelligence: An Exploratory Study of leadership. Organization Development. Journal, 21. (21), pp157-161.
[7]	Cakici, Y., Aricak, O. T. & Ilgaz, G. (2011). “Can attitudes toward biology course and Learning strategies simultaneously predict achievement in biology”. Eurasian Journal of Educational Research, 45, 31-48.
[8]	Cesur, M. O. (2011). “A model explaining relationships between language learning strategies, learning styles and success in reading comprehension”. Hacettepe University Journal of Education, 41, 83-93.
[9]	Day, Victoria P. (1994). Promoting strategic learning, retrieved July 12, 2002, from: www.EBSCO.com.
[10]	Engel-Yager, B.; Durr, D. H. & Josman, N. (2011). "Comparison of memory and meta-memory abilities of children with cochlear implant and normal hearing peers". Disability and Rehabilitation, 33 (9), 770-777.
[11]	Jenesen, Eric. (1997). Brain Compatible Strategies. The Brain store, Inc, San Diago.
[12]	Ibraheem, Abdullah; Abdulfattah, Shuaib; Humaid, Saddam. (2010). The Teaching Strategies Used by the Teachers of Languages and their Relation to Students Achievements. Primary Education College Research Magazine. 9 (4) : 1-23.
[13]	Kallay, E. (2012). Learning strategies and Metacognitive awareness as predictors of academic achievement in a sample of Romanian second- year students. Cognition, Brain, Behavior- An Interdisciplinary Journal. 16 (3), 369-385.
[14]	Livingston, J. A.(1997). Metacognition: An Overview. Retrieved June 10, 2005, from: http://www.gse.buffalo,edu/fas/shuell/cep564/Metacogn.htm
[15]	Mattarima, K. & Hamdan, A. R. (2011). Understanding students learning strategies as an input context to design English classroom activities”. International Journal of Psychological Studies, 3 (2), 238-248.
[16]	Ministry of Education, (2011). Education Planning Department Publications. Central Press.
[17]	Nguyen, N. & Godwyll,F. (2010). "Factors influencing language-learning strategy use of English learners in an ESL context". Mid-Western Educational Research, 23 (4), 7-13.
[18]	Oxford, R.I. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publisher.
[19]	Pei-Shi, W. (2012). The effect of learning styles on learning strategy use by EFL learners. Journal of Social Sciences, 8 (2), 230-234.
[20]	Pongsuwan, S., Hoksuwan, S., In-Udom, W., & Chalakbang, W. (2011). "Development of an e-learning model based on the meaningful learning process through a constructivist theory". European Journal of Social Sciences, 24(4), 625-638.
[21]	Schunk, D. (2000). Learning theories: An educational Perspective.(2nd ed). New Jersey: Prentice- Hall, Inc.
[22]	Sternberg, J. & Williams M. (2004).Educational Psychology. Allyn & Bacon.
[23]	Tobin, K., (1993).The Practice of Constructivism in Science Education, Lawrence Erlbaum Associates, Inc.
[24]	Woolflolk, Anita (2002). Educational Psychology. Pearson Educational Company.
[25]	Zokaee, Saeedeh; Zaferanieh, Elaheh; Naseri, Mahdieh. (2012). On the Impacts of Perceptual Learning Style and Gender on Iranian Undergraduate EFL Learners’ Choice of Vocabulary Learning Strategies, English Language Teaching, 5(9): 138-143.