Mathematics Teaching Competencies for High School in light of the Kingdom’s Vision 2030 and its availability Among Mathematics Teachers

Source abstract

The current study aimed to determine the essential competencies of mathematics teaching for high school in light of the Kingdom’s Vision 2030 and to identify the degree of availability of these competencies among mathematics teachers from their point of view. To achieve this, the researcher used the descriptive approach, analyzed the Kingdom’s Vision 2030 and prepared a questionnaire for the mathematics teaching competencies for high school in light of the Kingdom’s Vision 2030 in the three axes: (planning, implementation, and evaluation). The questionnaire was applied to the study sample of (113) male and female teachers in Bisha Governorate. The results of the study showed that the availability of teaching competencies among mathematics teachers in light of the Kingdom’s Vision 2030 was very high in general, with an average of (4.23) and a standard deviation of (0.57). The planning competency achieved the highest degree of availability with an average of (4.29) (very high degree), followed by the evaluation competency with an average of (4.25) (very high degree), then the implementation competency with an average of (4.17) (high degree). Also, there are no statistically significant differences between the average responses of mathematics teachers regarding the degree of availability of teaching competencies in light of the Kingdom’s Vision 2030 in the due to the variables: (Gender- educational qualification- years of service- job title). The study recommended the followings: Raising awareness among secondary school mathematics teachers about the Kingdom’s Vision 2030 and the importance of playing their roles to achieve its goals. Training mathematics teachers on how to implement the Saudi Vision when teaching mathematics courses.