Level of the Teaching Practices Promoting Collective Mathematical Argumentation in the Intermediate Stage Mathematics Classrooms

Source abstract

This study aimed to evaluate the teaching practices that promote collective mathematical argumentation in middle school mathematics classrooms. It adopted the descriptive method. The sample consisted of 24 teachers of mathematics in the middle-school stage in the Middle Education Office of the Bisha Education Directorate. Quantitative observation was used as a data collection tool, which consisted of 26 teaching practices divided into four categories. The study reached several results the most notable of which is that the level of teaching practices that promote mathematical argumentation in general amounted to (2.75 - 4.00) at an average level, in the following order: facilitating collective sharing of mathematical ideas got an average of (3.00 - 4.00); setting instructions and guidelines to facilitate collective mathematical argumentation got an average of (2.82-4.00); motivating students to raise mathematical claims and ideas got an average of (2.61-4.00); and asking meaningful and controversial questions got an average of (2.57-4.00). The study also found out that there were no statistically significant differences at the level of significance 0.05 ≥ α in the level of teaching practices that promote mathematical argumentation attributable to the teaching experience. The study also recommended several recommendations, the most important of which is to provide training programs that develop the educational knowledge of mathematics teachers in mathematical argumentation.