Methods of Teaching Mathematics

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دراسة أخطاء طلبة الصفين الخامس والسادس الأساسيين ومقارنتها في جمع الكسور العادية وطرحها في مدارس لواء نابس
(1995) أمل راضي صوفان;
This study aimed to investigate the errors of the 5th and 6th basic grades in the addition and subtraction of vulgar fractions. In particular, the study tries to give answers to the following questions: 1- What is the average score of the 5th ar1d 6th basic grades in the exam of addition and subtraction of vulgar fractions? is this average affected by the differences in the educational level, the sex or the location of the school? 2- What is the ratio of the pupils who suffer from weakness in the addition and subtraction of vulgar fractions in the 5th and 6th basic grades? is this ratio affected by the differences in the educational level, sex, or the location of the school? 3- What are the errors committed by the pupils f the 5th and 6th basic grades in the addition and subtraction of vulgar fractions? the ratio of the errors affected by the differences in T the educational level, sex or location of the school? The population of the study consisted of the pupils of the 5th and 6th basic grades in governmental schools in Nablus District in the scholastic year 1994/1995. The sample of the study consisted of (256) pupils (males and females) , who were chosen by the method of random sampling. This study used an acquisition test prepared by the researcher, the validity of the test was acertained by being shown to a board of specialist referees, the reliability coefficient was calculated according to Kuder - RichardSon equation 20 alter being applied to an experimental sample, outside the sample of the study, where the reliability coefficient was 0.91 for the sixth. grade and0.90 for the fifth grade.The researcher processed the data after being collected and (classified, by use of computer, and by means of the Statistical Package for Social Sciences (SPSS). The truth of the hypotheses was investigated by means of the following statistical tests: t- test, for two independent samples, Two way Analysis of variance (ANOVA), and Tukey test for dual comparisons. ip The results of the statistical analysis, reached by the researcher indicated the following: 1- There exists significant differences at level of significance (α<= 0.05) between the average scores of the 5th and 6th basic A grades in the test of addition and subtraction of vulgar fractions ascribed to the variable (educational level, sex, and i location of school). 2- There exists significant difference at the level of significance A (α<= 0.05) between the ratios of pupils who suffer from weakness in the test of addition and subtraction of vulgar Hactions ascribed to the variable (educational level, sex, and location of school). 3- No significant differences were found at the level of significance (α<= 0.05) between ratios of pupils who suffer from weakness in addition and subtraction of vulgar fractions ascribed to the sex variable. 4- There exist significant differences at the level of significance(α<= 0.05) between the ratios of the errors committed by pupils of the 5th and 6th basic grade ascribed to the variable (educational level, and location of school). 5- No significant differences were found at the level of significance (α<= 0.05) between the ratios of errors committed by pupils of the 5th and 6th grade ascribed to sex. In the light of the results and data contained and implied by Q the study, the researcher recommends taking action to t increase the time given for math. education for the 5th and 6th basic grades, she also recommends those responsible for promoting pupils to rebuild the criteria for promotion and r failure of pupils, and giving more attention for the schools in pt the country side and equating them with those of the city. She it also recommends that parents should cooperate more with the Y school and pay greater efforts and follow - up of the activities - of their children. The researcher also recommends that more studies should be made regarding the potential causes of weakness of pupils in the addition and subtraction of vulgar fractions, and similar studies be made regarding the errors of the 5th and 6th basis grades in other concepts and skills like multiplication and division of vulgar fractions.
تقويم كتب الرياضيات المدرسية في مرحلة التعليم الأساسية العليا من وجهة نظر المعلمين والمعلمات في فلسطين
(1996) عماد محمد حسن الصوص;
This study aimed at investigating the evaluation of school math textbook for basic stages (7th . Sth , 9th, l0th grade) from teacher’ perspective in Palestine for the scholsatic year 95/1996. This study analyzed the evaluative estimations for each of the four math textbooks from the perspective of the Palestinian teachers in the high basic stage. Moreover . the study analyzed the evaluative estimations of the six components of the math textbooks : The general appearance , the introduction , the content . the activities , tasks and exercises , evaluation methods ,promoting students’ talents. The study also tried to show the level of efficiency of each of the six components of the math textbooks mentioned above. In addition, each item of the questionnaire was studied to see its appropriateness to the study. The goal of examining the appropriateness and efficiency of the components and the questionnaire items aim at identifying the materials that must be included in any future math textbooks. The population of this study consists of (IOSO) subjects all teachers in Tulkarm, qalqiilyah , Jenin , and Nablus districts in the scholastic year 1995/l996. The sample of the study consisted of(200) subject teachers ; (l l2) male teacher and 88 female teacher. 50 teachers were selected from high and primary schools , 28 male schools and 22 female schools from Tulkarm, Qalqiilyah , Jenin , and Nablus districts in the scholastic year l995/1996. The instrument of this study was questionnaire prepared by the researcher. The instrument was consisted of 64 items distributed on six components: l. The appearance of the book. 2. The introduction of the book. 3. The contents of the book. 4. The activities . skills . and exercise of the book. 5. The evaluation techniques used in the hook. 6. The development of students’ talents used in the book. The questionnaire was approved by a paniel of 16 expert to judge the content validity of the instrument and the reliability co efficiency was calculated for the questionnaire by using Alt`a—Cronbakh equation and it was 0.89. Eight hypotheses were tested in this study, six were analyzed by the t-test and two were analyzed by one-way analysis of variance (One Way ANOVA). This study indicated that the evaluation data of the teachers was higher than the acceptable educational level for each of the 4 math text books at a significant difference of (α=0.05) . The results of the study also showed that the sex variable has no significance in evaluating each of the 4 math text book and in each of the six components mentioned earlier (α=0.05) . The evaluation data given by the teachers for each of the four math text books was higher than the acceptable math level in each of the following: 1. The general appearance of the book. 2. The content of the book. 3. The activities , skills, exercises of the book. 4. The evaluation methods of the book. Whereas the evaluative data given by the teachers was close to the acceptable educational level in the following: 1. The introduction of the book. 2. The development of the students’ talents in the book. The study showed that there is a significance for the teaching experience in evaluating the math text books as a whole unit while there is no significance for the teaching experience in evaluating each of the four math text books by itself. Moreover, the study showed that there’s no significance for the academic degree in the area of evaluating school text books. In the light of the previous results, the researcher recommends that systematic seminars and meetings should be held between math text books writes/developers and math teachers. Also , the researcher emphasize the necessity of adding a summary section at the end of every unit which recapitulates the main ideas taught in the unit. The researcher sees it is important to increase the number of classes for every grade to cover the curriculum thoroughly. Finally , The role of Arab and Muslim math scholars should be drawn attention to a historic and a cultural dimension.
The Relation Between the Evaluation Activities and the Level of Achievement of Students of the Tenth Grade in Mathematics
(1998) Mohammad Othman Matar; Dr. Salah Yasin
This study is an effort to highlight the most important factors in the educational process: The level of achievement and the effect of activities of evaluation on this level, The study tries to deal with evaluation activities in an integrative way and to investigate their relation with the level of achievement in accordance with the students’ points of view. The study builds up its results through answers to the following questions: What is the relation between homework assignments and students’ achievement level in maths? What is the relation between classroom questions asked bythe teacher and students’ achievement level in maths? What is the relation between evaluation activities included in the textbook and students’ achievement level in maths? What is the relation between teacher made test and students’ achievement level in maths? What is the relation between innovative activities on students’ achievement level in maths? Students of the tenth grade in Qalqilia province represented the population of the study. The researcher has chosen a random stratified sample of (161) students, division B classes in schools that have more than one division for the same grade. This study covered tive schools of this kind (Boys schools, girl’s schools, boys and girls schools). The researcher has made an analytical study of the content of the curriculum of math for the tenth grade. He used the school textbook, the teacher’s guide and the curriculum guidelines in maths in the basic stage. The researcher has also designed the tools to perform the study: An achievement test and a questionnaire. He showed them to a team of scrutineers to insure validity. The tools were applied on the selected sample on May 27, 1998. The researcher applied split half and Krounbach- Alfa equation to prove the credibility of the study.The reliability factor of the test mounted to 0.85, and for the questionnaire 0.87. These values are educationally acceptable for tl1e purpose of the study. The researcher used the Person Correlation to find out the correlation between tl1e students’ achievement level and their response to the variables contained in the questionnaire in an effort to point out the significant factors. The study showed that the achievement level is affected by educational variables used as strategies to control students’ learning as: • Giving homework assignments. • The difficulty of these assignments. • The student’s ability to ask his teacher during the period. • The post evaluation process. • The teacher’s tendency to introduce questions of practical or applied types. • The diversity of the questions introduced in the student’s book (subjective and objective). • The correspondence of the student’s intellectual level with the types of the questions introduced in the student’s book. • The enhancement of scientific thinking of the questions introduced in the student’s book. • Text book questions sequence from what’s easy to difficult . • The student’s free reading on topics related to math. • The frequency of testing. The Step Wise Regression analysis shows that 23 % of the variation in the level of achievement is a result of The teacher’s tendency to introduce questions of practical or applied types, the enhancement of scientific thinking of the questions introduced in the stude11t’s book, the student’s free reading on topics related to math and exclusion of tests from student’s book. The researcher recommended that more studies on the effect of educational variables on the level of achievement should be made with concentration on strategies that are very efficient and active in watching out the students’ performance. He also recommended to consider new evaluation techniques that proved efficiency in modern educational systems, this will naturally benefit in raising and improving the standards and levels of achievement in Palestinian schools.
علاقة العامل العددي بالقدرات العقلية وتحصيل الطلبة في الرياضيات
(1998) سهيل حسين صالحة;
Numbers are greatly used in our daily life. We need numbers to calculate or to count things around as in school, the street ,the restaurant or in the market. We don’t need to use calculators in most cases. We use our mind , instead . This study aims to activate the role of the mind in counting ( Arithmetic) and get the right answer in a short time ,through 1. Discovering the numerical abilities skills representation in math curriculum for grade four. 2. Measuring the achievement for these skills. 3. Determine the relationship between math, intelligence. 4. Construct a plan for the numerical abilities in first Palestinian math curriculum. The selection guide category consists of a research done on the 4 the basic grads " in 4 classes: two males, two females". The study materials are: N number tests and a test of picture in relation with the number digit. The results of applying the category group were compared with school records. The hypothesis of the study was tested too. Results confirm the positive relationship between math, intelligence and psychology. on the other hand ,they show that the females are superior to males. The analysis of the content also implies the acceptance of the unbiased hypothesis that confirms the relevance of the topic "Numbers” in mathematics in the grad 4. The study recommends the distribution of the topic throughout the curriculum of math in Palestine in accordance with results shown by this study and with those shown by universal measures. It also recommends to shirt emphasis from the written form of the numbers to the mental one due to its positive role and effect in developing the pupil’s mental ability and competence for a distinguished performance. It also recommends applying this study in other provinces in Palestine as well as including other topics in mathematics and other subjects.
The Impact of Two Models of Cooperative Learning Method in Achievement of Ninth Grade Student in Mathematics in Tulkarm Governorate and Attitudes Towards it
(1998) Wasfi Wajeeh Yousef; Dr. Salah El-Deen Yaseen
The study aimed to examine the effect of using cooperative method with two models (Jigsaw Model & Learning Together Model) on the achievements and attitudes towards, mathematics of ninth grade school, through answering the following questions: 1. Are there statistically-significant differences in students achievement in mathematics attributed to the method of learning (cooperative, traditional)? 2. Are there statistically significant differences in students achievements in mathematics attributed to the models of cooperative, method (Jigsaw, Learning Together)? 3. Are there statistically-significant differences in scale of attitudes towards mathematics to the method of learning (cooperative, Traditional)? 4. Are there statistically significant differences in scale of attitudes in every learning method alter applying the study? The population consisted of (892) ninth grade male students in(3I) sections in Tulkarm Governorate, Directorate of Education during the school year 1997-1998. The sample consisted of (104) male students in 3 sections, divided to two applied section for cooperative models and control section (traditional Method). To achieve the study objectives, the researcher prepared the studying material (Statistics unit) in the two models (Jigsaw model) and (Learning Together model). And the researcher prepared two tests, one (before) to test the range of three classes equality before beginning to implement the study, and the other (after words) to measure the range of the students-perfect in learning the studying materials and the researcher applied (Aiken measurement) to measure the attitude towards mathematics. The researcher also used a computer program (MINITAB) to analyze the data, he used (ANOVA) to test the range of three classes equality before beginning to implement the study, and T. test for independent samples for first, second , third , seventh , eighth and ninth, hypothesis And T-test for dependent samples for all 4th,5th and 6th hypothesis. The finding of the study were as following: 1.There were statistically significant differences in achievements attributed to the method of learning and in favor of cooperative method favor. 2. There were no statistically significant differences in students achievement in mathematics attributed to the models of cooperative method (Jigsaw & Learning Together). 3. There were no statistical significant differences in scale of attitudes towards mathematical attributed to the method of learning (Cooperative & Traditional). 4. There were statistically significant differences in scale of attitude towards mathematics in every learning method uniquely after applying the study.
The Effect of Math Homeworks On The Achievement Of Students
(1998) Saleh Qasem Abu Sarries; Dr. Salah Yaseen
Homeworks Play an important and a distinctive role in the educational process and so, more attention should be paid to homeworks. Teachers should be more careful while dealing with homeworks. Long experiences in the field of education assure the idea that homeworks should be considered as an efficient and effective tool serving the whole teaching learning process, and its efficiency and effectiveness depends upon the credibility of teachers in dealing with homeworks. The Purpose of this study was to compare the results of the groups of the study (Two groups) so as to find out the effect of implementation of homeworks on the achievements of the pupils in mathematics through answering the following questions;- What is the effect of homeworks on the achievement of the fifth grade pupils in mathematics? What is the effect of homeworks with reference to the sex of the learner (Male or Female)? What is the effect of homeworks on the transfer of learning?
The Relationship Between the Attitudes and Achievement in Mathematics of the Tenth Grade in Tulkerm District
(1999) Husam Tawfeek Nasser; Dr. Salah Yasin
This study aims at exploring the relationship between the tenth grade students and achievement in mathematics in Tulkerm District. Also, this study aims to investigate the tenth grade achievement levels, and to know their attitudes toward mathematics. This study attempted specifically to answer the following questions: 1- What are the levels of attitudes of the tenth grade students toward mathematics? 2- What are the levels of achievement of the tenth grade students in mathematics? 3- ls there any significant differences between tenth grade students’ attitudes towards mathematics attributed due to achievement level? 4- ls there any significant differences between the tenth grade students’ attributed towards mathematics attributed to Gender variable and residence and the reaction between them? 5- ls there any significant differences between the tenth grade students' attitudes towards mathematics attributed to reaction between gender variable and achievement level? 6- Is there any significant relationship between students’ attitudes and their achievement in mathematics? The sample consists of (388) male and female students from the tenth grade students, (193) male students and (l95) female students in the scholastic year 1998/1999 from governmental schools in Tulkerm District. The researcher prepared a questionnaire to measure student's attitudes toward mathematics. It consists of (36) items after according to number of scales which were used in the previous studies. Also, the researcher prepared a test to measure the students’ achievement in mathematics. The reliability factors of the study instruments were calculated. The questionnaire reliability reaches (0.85), and tl1at of the achievement test reached (0.82). The researcher used the (SPSS) package of social science for data analysis which was computed by computer that was after the researcher had corrected the copies of the students` achievement test. The results of the study are as follows: l- The achievement level ,in general, was low, where the percentage of the students who have low achievement was (74.5%) from the total number of students. 2- The mean of students attitudes on the questionnaire items was positive. 3- There were significant differences at (α=0.05) In the achievement according the interaction between gender variable and the residential place in favor city females. 4- There were significant differences at (α=0.05)in the students’ attitudes towards mathematics according the interaction between gender variable and the place of residence in favor 0l`city females. 5- There were significant differences between the attitudes of the students who have low level and who have high level of achievement , and between the students who have intermediate level and low level achieven1ent. 6- There was a significant relationship between at (α=0.05) between the attitudes toward mathematics and achievement. In light of the study results, the researcher recommended many recommendations ,which were: Giving the teachers more importance about the effective domain in teaching mathematics, giving remedial programs for the students who have negative attitudes toward mathematics, and giving importance for teachers’ attitudes toward the material they teach, and implementing extra studies in this topic that tackle the relationship between teacher's attitudes and students’ attitudes toward mathematics, and the students` attitudes toward mathematics and their attitudes towards the other subjects.
The Impact of the use of a Mdified Strategy for the Solving of the Geometric Problem Regarding the Ability of Students in the Eighth Grade in Respect to Solving Similar Problems at the Government Schools in the city of Nablus
(1999) راسم مصطفى صالح مصطفى;
"The impact of the use of a modified strategy for the solving of the geometric problem regarding the ability of students in the eighth grade in respect to solving similar problems. at the government schools in the city of Nablus". The study aims at knowing the impact of training students in the eighth grade in Nablus city in regard to a modified strategy for the solving of the geometric problem as to their ability on solving similar problems, and knowing the impact of the gender issue on the students’ ability in solving geometric problems. The modified strategy that had been used in training the students consists of four stages:- The First, the knowledge and understanding of the problem (a fast reading of the problem to formulate an idea about it ; slow and more sighted reading; rephrasing the problem in the student’s language; defining the information's and the main question; reshaping the problem through drawing. The Second, planning for the solution look for an intelligent flash for the solution; and answering the following questions: Are the contents of the problem sufficient for the solution?; Are there any unneeded information's for the solution? Can you find a similar problem? Can you find a more simple problem? Can you express the problem in El-gabratic form? Does the problem need to generate new information's? The Third, producing an implementing the solution. Start solving the problem by using all the information's available for you. The Fourth, reviewing and testing the solution. (follow the same stemps for the solution once more; is there another way for solving the problem? Make sure that the solution and the results are right),The researcher divided the questions in the Triangle Unite into four categories as follows: The problems which need proofing; finding the measurements of the unknown angles, the Phetogorus’ Theory and related exercises; finding the length of the sides by the use of non Phetagorus theory). The study had tried to answer the following questions: 1- ls there an impact which has statistical factor regarding the students’ ability in solving geometric problems which is related to the methods of teaching (with a modified strategy, without a modified strategy)? 2- ls there an impact that has a statistical factor regarding the students’ ability for solving geometric problems that is related to the gender of the student? 3- ls there an impact that has a statistical factor regarding the students’ ability in solving geometric problems which is related to the interaction between the methods of teaching and the gender of the student? The group of this study consisted of students of both sex (male and female students) in the eighth grade that were studying at the governmental schools in the city of Nablus during the academic year (1998/1999) . They were (835) male and (901) female. However, the sample was random and was divided into two groups:- A- The Controlled group: it consisted of two classes of male students, and another two of female students, with a total of (69) and (83) respectively, this group studied the geometric contents in the Triangle Unit by the traditional method. B- The experimental group 2 it consisted of two male classes and two female ones, numbering (70) and (83) respectively, this group studied the geometric contents in the Triangle Unit by using the modified strategy. For the purpose of the study, a specially prepared achievement test had been used. The test consisted in its final form of five questions, which covered the four categories of the questions in the Triangle Unit. The researcher, in order to test the reliability of the achievement test, introduced the test to an expert committee, and made the necessary changes upon its recommendations. The researcher calculated the reliability coefficient by re-implementing the test through a time span of (11) days, then the researcher find the (Berson factor) between the students’ grades (results) in the first test and the grades in the second one. As a result the reliability coefficient came to (0.886). At the end of the experiment the achievement test was used on students of both the controlled and experimental groups. The papers were graded and the necessary statistical treatments were done in order to reach at the conclusions and recommendations; These are as follows:- A- There is an impact with statistical factor (α = 0.05) regarding students’ ability in solving geometric problems that is related to the methods of teaching, and for the benefit of teaching by using the modified strategy. B- There is an impact with a statistical factor (α = 0.05) regarding students’ ability in solving problems (The Proof, Phetagorus Theory and related exercises) which has to do with the methods of teaching, and for the benefit of using the modified strategy. C- There is no impact of a statistical factor (α = 0.05) regarding the students’ ability in solving problems (finding the measurements of the un-known triangles, finding the length of the sides by using Theories except Phetagorus theory) which is related to teaching methods. D- There is an impact of a statistical factor (α = 0.05) regarding the students ability in solving geometric problem whichotis related to the gender issue, for the benefit of females. E- There is an impact of a statistical factor (α = 0.05) regarding the students ability in solving problems (of proofing, finding measurements of un-known angles, Phetagorus Theory and related exercises, finding the length of the sides by using non-Phetagorns Theory) which is related to the gender issue, and for the benefit of females also. F- There is no impact of a statistical factor (α = 0.05) regarding the students ability in solving geometric problems with respect to the inter-relations between teaching methods and students’ gender,Upon the previous conclusions, the study recommends:- 1. The importance of having clear strategies with defined steps in the math. Text-books at schools, particularly in regard to solving geometric problems. 2. The search for effective strategies for solving the kind of geometric problems which the strategy in this study has failed to be effective for solving them.
Analysis of Tenth Graders Errors and the Relation between their Acquisition of the Basic Skills and their Ability to Solve the Mathematical Equations in the Basic Grade
(1999) Ahmad Bashir Ahmad Dababat; Dr. Salah -Eddin Yaseen
This study aimed at analyzing and classifying the errors made by the tenth graders in solving the mathematical equations, acknowledging the extent of their Acquisition of the basic skills, and knowing their ability to solve mathematical Equations, investigating the relationship between the extent of their acquisition Of the basic skills and their ability to solve the mathematical equations, and investigation the differences between the basic mathematical skills test and the mathematical equations solving test for pupils, males and females. To achieve the foregoing objectives, this study aimed at answering the following Questions: 1.To what extent do the tenth graders acquire the basic skills available in their curricula? 2.To what extent are the tenth graders able to solve the mathematical equations available in their curricula? 3.What type of errors do the tenth graders make while solving the mathematical Equations and the degree of each types availability? 4.Is there relationship between the tenth graders ability in solving the Mathematical equations and the extent of their acquisition of the basic skills Available in the basic grade curriculum? 5.Are there differences in the achievement of the tenth graders in the basic skills and mathematical questions solving tests due to the variable of sex? 6.Are there differences between the basic skill tests available in the basic grade and solving the mathematical equations among pupils? 7.Are there differences between the basic skill tests available in the basic grade and solving the mathematical equations among males? 8.Are there differences between the basic skills available in the basic grade and solving the mathematical equations among females? The population consisted of the tenth graders in the schools of Tubas City under the ministry of education. The sample consisted of (293) pupils,(l30) males and(l63) females. The sample was intentionally selected among the tenth grader sections in the schools of Jenin directorate. (293)pupils,(l30)males and(l63)females. The sample was intentionally selected among the tenth grader sections in the schools of Jenin directorate. In order to answer the questions of this study, the researcher prepared two tests: one measures the extent of the pupils acquisition of the basic skills available in the curriculum of the basic grade , and another that measures the extent of their ability to solve the mathematical equations linked to that grade. The validity of the content of the two tests was approved by a judging committee. The reliability coefficient was calculated for each test by half-split method and Spearman -Brown equation .The reliability coefficient of the basic mathematical skills was (0.92), and the reliability coefficient of the mathematical equation test was (0.83). The results of the study showed considerable decrease in the pupils acquisition of the basic skills ,and their ability in solving the mathematical equations. And the errors that the pupils make falls into sex categories: weakness in the basic concepts and skills, weakness in solving two variables linear equations, errors in solving the squre ,fraction and triangular equations, weakness in writing solution set, errors of guessing, and others. The first category errors (weakness in the basic concepts and skills) were the most common, and there is positive relationship between the pupils, acquisition of the basic skills and their ability to solve the mathematical equations. Also, there are significant differences (α = 0.0) between the two test in favor of the basic skills test among pupils, males and females. In the light of these results, the researcher has recommended the necessary of taking interest and disclosing the cause of the pupils, weakness in mathematical and benefiting from the tutorial classes to set a right the different aspects of weakness in acquiring the basic skills in mathematics. Also, the researcher has recommended similar further studies on other samples of populations in Palestine.
اثر تدريب طالبات الصف العاشر الأساسي على مهارات حل المسالة الرياضية وفق نموذج بوليا في المدارس الحكومية في مدينة نابلس
(1999) محمد رجا شحادة عواد;
Mathematics is considered the primary basis for other sciences Both teachers and students of mathematics alike face difficulties in teaching or learning mathematics, hence, the aim of this study was directed at investigating certain methods and means that could be learned, to raise the level of students, abilities to solve mathematical problems. The study attempted to give answers to many questions, related to the extent of the effect of training female students of the formal type Thinking of thinking and of the concrete type of thinking upon the skills of problem solving in thinking upon the skills of problem solving in raising their abilities to solve the mat he matical problems, and measuring the extent of training in both levels, formal and concrete. The sample of the study consisted of (48) female students from Kamal Junblatt School for Girls in the City of Nablus, who were selected randomly; the students in two different classrooms were tested by shayer test in reasoning skills, thay were classified according to their responses into three levels: the level of formal type of thinking, the level of the concrete type of thinking, and a third level which was middle between the two types. One of the divisions was selected randomly to be the experimental group, and the other one a control group; one teacher tough both group, the subject of training was the seventh unit in the text book of the sullabus of the tenth grade; the teacher was provided with the necessary training material for the experimental group, stipulating that she teaches according to the steps, procedures, and skills which the researches formulated i.e. understanding the problem, planning the solution, execution of the solution, evaluating the solution regarding its reasonableness, which are the same skills proposed by same educational scholars like George Polya and charles. After the completion of training which continued for three weeks, the students were subjected to, in both the control and experimental groups, to an achievement test, which was designed to measure the level of ability of students in solving problems. The study, after making statistical analysis of the data with t - test (level of significance α = 0.05) revealed that students from the formal type of thinking were more able to solve mathematical problems, and that students who were trained in the skills of problem solving in each of the two levels: formal and concrete, were more able than those who were not trained in the skills of problem solving, and that training proved to be distinctly effective with the students from the formal type of thinking in comparison with the students from the concrete type of thinking. The study was in agreement with previous educational studies, it came out with pe commendations of the necessity of adopting the method of steps (skills) in the problem solving in mathematics in the school syllabus, and holding courses and seminars for teachers about the skills of problem solving in mathematics.
The Effect of Cooperative Group Learning and Group Size on Mathematics Achievement of Fifth Male Grade Students in Jenin
(1999) Issam Fahed Yousef Abu Atia; Dr. Salah El-Deen Yaseen; Dr. Shehadeh Mustafa Abdo
The main purpose of this study was to investigate the effect of cooperative group learning on mathematics achievement of fifth grade male students. Another purpose was to investigate the effect of group size on the subjects’ achievement in mathematics. This study attempted to answer the following research questions: 1. Are there any significant differences in the fifth grade students’ achievement in mathematics as due to the use of cooperative group learning method? 2. Are there any significant differences in the mathematics achievement of cooperative group students’ who are taught by cooperative learning as due to group size? In an attempt to confirm or reject the hypotheses of this study, the researcher has conducted an experimental investigation with a sample of (l47) fifth male students’ from a public primary school in Jenin District (Mua’th Bn Jaber Primary School!Qabatiah), during the first semester of the scholastic year 98/99. The students of the sample were distributed randomly into three treatment groups; two experimental groups and a control group: • The first experimental group (n=48) was taught by the cooperative learning method and included heterogeneous groups; (3) students were allotted in each group. • The second experimental group (n=50) was taught by the cooperative learning method and included heterogeneous groups; (6) students were allotted in each group. • The third group was a control group (n=49) and was taught by the traditional control method. At the end of treatment period, subjects were assessed by using a mathematics achievement test developed by the researcher. The Statistical System (SAS) was used, and so a paired (T—Test) and One-Way Analysis of Variance (ANOVA) and (Scheff Post—Hoc Test) were used in analyzing the results of the study. This study showed the following results: 1. There were no significant differences at (α=0.05) in the mathematics achievement post test of the students in the second experimental group (n=6) and the control group. 2. Significant differences at (α=0.05) were found in the mathematics achievement post test of the students in the first experimental group (n=3) and the control group, as due to the use of cooperative learning method. 3. Significant differences at (α=0.05) were found in the mathematics achievement posttest of the students in the first experimental group and the second experimental group in favor of the first group as due to the group size. In the light of these results, the researcher recommended that further research is needed to be conducted on the effect of cooperative learning on student’s mathematics achievement, attitudes toward math, self confidence, retention and so on. Further research is needed in this field with different age groups, different group sizeوand different group subjects.
The Effects Of Programmed Instruction Approach In Mathematics On the Achievement Of the Third Elementary Class Student In Ramallah & Albireh District
(2000) Bassam Tork; Dr. Salah Yasin
The aims of this study were to determine the effects of Programmed instruction on :- A) The achievement if third preparatory students in Ramallah and Al-Bireh Area. B) The time required to learn the unit of statistics of the class. The sample of this study consisted of (130) 3rd P reparatory class students 55 male students distributed on two sections, and 75 3rd Preparatory female students distributed on two sections. The students under study were divided into two groups, the 1st group studied mathematics by the use of Programmed instruction technique (study group), and the second group studied mathematics by the use of the traditional technique (comparison group). The tools of study consisted of two test (Pre-test & Post—test). The validity of the tests used were assured by a jury of judges, and reliability of both tests were achieved by using the split-half Reliability Method. And the Spearman—Brown correction formula. The Coefficients of reliability of the Pre-test was (0.78) and for the Post-Test was (0.89) . before the Beginning of the experiment, the students were given the pre-test to measure the equivalence of the 2 groups ( study, comparison ) a T-Test for 2 independent samples was used to test fpr significant differences in the achievement in mathematics in both the study & comparison groups at pre-test. The results indicated no significant differences existed in the achievement in mathematics between the study & comparison groups on the Pre—test data. Post test data was collected for both the study & comparison groups . A two way analysis of variance on the 2x 2 factorial design was used to analyze the data collected & time required to learn the unit. The results of the analysis indicated the following: 1- There were significant differences in achievement (Post-test) between the study group which studied by the use of Programmed introduction technique & comparison group which studied by the use of traditional technique in favour of the study group, due to the method of instruction (Programmed method, and traditional method). 2- There were significant differences in time required to learn the unit of statistics between the study group which studied mathmatics by the use of Programmed Instruction technique , and comparison group which studied mathematics by the use of the traditional technique , in favor of the study group (less time) due to the method of instruction. 3-There were significant-differences in achievement (Post-test) between males in study and comparison groups in favor of the study group . 4- There were significant differences in time required to learn the unit of statistics between females in study and comparison groups in favor of the study group. The study recommended that the administrative authorities of the Palestinian Authority in Palestine hold training workshops for mathematics teachers to acquaint them with the Programmed instruction method, the Preparation of these Programmes & methods of evaluation.
Training Needs In the Academic High Basic Stage for Teachers of Mathematics in the government Schools in North Districts of Palestine
(2000) Ahmad Othman; Dr. Salah Yaseen
This study aimed at determining the training needs in the academic high basic stage for teacher of mathematics in government schools in north district of Palestine, and found whether training needs differ as a result of differences qualification, and years of experience. To Achieve the aims, the study attempted to answer the following questions: - What are the training needs for teacher of mathematics in government schools in north district of Palestine? - Do the training needs of teachers differs as a result of differences of qualification of the teacher according to each filed of the study? - Do the training needs of teachers differs as a result of differences of experience of the teacher according to each filed of the study? - Is there any effect of the interaction between teacher’s qualification and years of experience of the degree of estimating his training needs according to each field of study? To answer the questions of the study, the researcher construct a questionnaire by the help of the previous studies about training needs and teachers of mathematics. The questionnaire consists of 61 questions for 6 fields: teach planning, management and organize of class, methods of teaching, teaching media, evaluation, mathematical content. The population of the study consists of all teachers who teaches mathematics subject in the nigh basic stage in the government schools in the north district of Palestine for the year 1999/2000 with total number of (73 1). A sample of (219) (30%) teachers were selected . Analysis of results were appropriated in the light of the following statistical criteria: Means and standard deviations, t-test , 2 way ANOVA. The results of the study showed that: - There are 58 training needs for teachers of mathematics subject in the high basic stage in the government schools in the north district of Palestine. - There are statistically difference upon the level (α = 0.05) with respect to qualification in the field of methods of teaching. - There are statistically difference upon the level (α = 0.05) with respect to years of experience in the fields: Management and organization of class, methods of teaching, evaluation in mathematics, mathematical content. Recommendations: - Rebuild all training courses and programs to be emanating from the real needs for teachers which have been revealed by the study. - Conducting similar studies that conclude other populations , samples and variables.
The Impact of Using three Strategies to Evaluate the Role of Homework on Perception and Achievement for Ninth grade Students in Statistics in Mathematics in UNRWA schools in Nablus Area- West bank- Palestine
(2001) Balsam Abdul-Fattah Zaid Dawabsheh; Dr. Salah Eddin Yaseen
This study aims to reach the best strategies to evaluate homework to give better perception and achievement, and to know the role of parents‘ education on school achievement. This study focused on three strategies to evaluate homework A) Non-evaluating of homework. B) Signing the homework by teachers. C) Grading the homework. The population target of the case study consists of ninth grade students in UNRWA schools in Nablus during the second semester for the scholastic year 2000/2001; the sample covered ll7 male and female students. The researcher designed the study tools, which consisted of prior knowledge test aims at measuring the equality of groups in achievement before conducting the study, and the scientitic achievement test to measure the students’ achievement for the given material test to measure the perception of course material. He used the same test again after two weeks to assess how long can students keep information. The researcher tested the reliability ofthe tests which were reviewed a group of refrees. The researcher used the test and retest method to measure the test stability. The period between the former and the latter was six days Four days to the achievement and Pierson correlation coefficient calculated for the prior test (0.89) and the constant Coefficient was (0.94) the Pierson correlation coefficient calculated for the perception test was (0.03) and the constant coefficient was (0.91) These values are accepted to the educators . The researcher analyzed the data using One-Way ANOVA analysis to test the hypothesis for the study and the result showed: I) Grading the homework is the best strategy to evaluate homework to enforce information. II) Grading the homework contributed to increase student’s knowledge (concepts, procedure, and problem solution) then the methods ..... III)There is not a relation between father education and the children perception but mother’s education level contributed positively on student’s achievement .
Effect of Using Discovery Method in Mathematics on Achievement and Attitudes of Sixth Graders in Nablus
(2001) Mis'adeh Salim Ali Shtayeh; Dr. Salah El-Deen Yaseen
This study aimed at identifying the effect of using the directed discovery method in mathematics on the achievement and attitudes of sixth grade pupils in Nablus. To this end, the study sought to answer the following question: 1- Are there any statistically significant differences in the sixth graders' achievement which may be attributed to method of teaching (directed discovery and direct presentation)? 2- Are there any statistically significant differences in the effect of directed discovery on achievement of sixth grade students which may be attributed to six variables? 3- Are there any statistically significant differences in the effect of direct presentation method on the achievement of sixth graders which may be attributed to six variable? 4- Are there any statistically significant differences, in the sixth graders' attitudes towards the directed discovery and direct presentation methods? 5- Are there any statistically significant differences in the sixth graders' attitudes towards the learning of mathematics through the directed discovery and direct presentation, which may be attributed to sex variable? 6- Do students' attitudes towards mathematics differ befor and after implementation of the directed discovery method? 7- Do students' attitudes towards mathematics differ befor and after using the direct presentation method? To answer these questions, a questionnaire was administered to a sample of 117 students of both sexes. The population of the study was taken Directorate of education in academic year 200/2001. The population of the study totaled 5.159 male and female students distributed among 84 sections. The subjects of the study consisted of 4 section (one section for males and another one for females): a control group studying through direct presentation. The other two section, also male and female, were the experimental group studying through directed discovery method. The Study research tools were the following: 1- Meeting and special plans for the teaching through directed discovery (researches' preparation), the aim was for the participating teachers to benefit from. The validity of these tools were checked by submitting them to specialist referees on the mathematics curriculum, methods of its teaching, its supervisors, and experienced teachers. 2- An achievement test (also prepared by researcher) aimed at obtaining raw marks and grades for comparison among the two groups of the study sample. The validity of this instrument was also checked by submitting it to a number of experts on the mathematics curriculum, its methods of teaching, its supervisors, and experienced teachers. The test reliability was tested by using the mid-term test method. The reliability coefficient (Cronbach Alpha) equaled 67.24. 3- A Mathematics Attitude scale was also developed by the researcher. This questionnaire was administered after and before implementation of the study. The questionnaire consisted of 20 items: 11 positive items and 9 negative items. The questionnaire reliability was tested by using read ministration of it. The reliability coefficient was 81.94. the Researcher used the SPSS to analyse the results of the study. Findings The study revealed that there were statistically significant differences in the achievement, depending on method of teaching, in favor of directed discovery. It was also found that there were also statistically significant differences in achievement, in the directed discovery method, in favor of male pupils. However, there were no differences in achievement between males and females by using the direct presentation method. No differences were also found in students' responses taught direct presentation method, on mathematics Attitude scale. In addition, there were no differences in the average of students' responses who were taught through direct discovery method, and the average of responses of students who were taught through direct presentation on the mathematics Attitude scale which may be attributed to sex variable. Further, no differences were found in the average of responses of students who were taught through the directed discovery before and after implementation of the study. Finally, no differences were found in the average of responses taught through direct presentation method on the Mathematics Attitude scale before and after implementation of the study. In the light of the study findings, the researcher recommends that curriculum writers and developers realize the importance of introducing the discovery method in the new curricula. She also recommends that training courses be held for in- service and pre- service mathematics teachers to provide them with training on the use of this method. The researcher finally calls on other researchers to conduct further studies on the effect of using the directed discovery, on the achievement and attitudes of student, as opposed to other teaching methods, by taking random samples and studying other school stages.
The Obstacles that Face the Usage of Teaching Aids from the Viewpoint of Teachers of Mathematics for the Basic Stage at Public School in Nablus District
(2002) Ahmad Jameel Ahmad Odeh; Dr. Salah El-Deen Yaseen
This study aimed at identifying the obstacles that hinder the use of the instructional aids in the mathematics curriculum of the basic stage from the teachers 'viewpoint. Specifically, this study aimed at answering the following questions: 1-What are the obstacles that hinder the use of the instructional aids in teaching mathematics in the basic stage in the public schools in Nablus District from the teachers 'viewpoint? 2-Is there a difference in the teachers’ viewpoint concerning the obstacles that hinder the use of instructional aids in teaching mathematics due to the variables of: gender, qualification, major, years of experience, and the educational stage. The sample of the study consisted of (395) male and female teachers averaged (12%) from the study population, who were teaching mathematics in the public schools in Nablus District in the second scholastic year (2000/2001). The researcher designed a questionnaire which was sent to eleven juries to ensure its validity. Moreover, Alpha- Formula was used to compute the reliability of questionnaire which reached (0.94). After that, the questionnaire was administered to the members of the sample of the study (3 95) male and female teachers. (306) teachers (77% of the whole population) responded to the questionnaire . The data obtained from the questionnaire were analyzed using the (SPSS). The findings of the study were: 1-The obstacles that hinder the use of the instructional aids are: the scarcity of the screens in the classrooms, the scarcity of specialized persons in instructional aids, the lack of the rooms, the lack of the modem instructional aids, the lack of the motives to the teachers who use the instructional aids, the use of chalkboard and the pictures, and the fact that teachers do not contribute to the design of the curriculum. 2- There was no statistical significant difference in the degree of the obstacles that hinder the use of the instructional aids in teaching mathematics to the basic stage in the public schools in Nablus District due to the gender of the teacher and specialization. 3- There was a statistical significant difference in the degree of the obstacles that hinder the use of the instructional aids in teaching mathematics to the basic stage in the public schools in Nablus District due to the degree in favor of the teachers who hold B.A degrees. 4-There was a statistical significant difference in the degree of the obstacles that hinder the use of the instructional aids in teaching mathematics to the basic stage in the public schools in Nablus District due to experience in favor of the teachers who have more than ten years experience. 5-There was a statistical significant difference in the degree of the obstacles that hinder the use of the instructional aids in teaching mathematics to the basic stage in the public schools in Nablus District due to the educational stage in favor ofthe teachers who teach the grades (1-4). In the light of these findings, the researcher recommended that the specialized departments in the Ministry of Education should provide schools with all the services and the technical abilities. It was also recommended that more attention should be given to the instructional aids by training some teachers to produce these aids. Moreover, the researcher recommended that the curricula department should increase the instructional aids in the mathematics curricula.
The Effect of Using the Calculator in Math On The Achievement Of The Nineth Elementary Class Students In Nablus
(2002) Ghena Hasan Khayyat; Dr. Salah Yasin
The purpose of this study was to compare the results of the groups of study ( two groups) , so as to find out the effect of using the calculator in the classroom and exam on the achievement of the pupils in Mathematics through answering the following questions: l. Are there statistically- significant differences in the student achievement of the two groups of study ( Experimental and Control ) , in the post exam , attributed to the method of learning ( using calculator or do not ) . 2. Are there statistically- significant differences in the student achievement of the two groups of study ( Experimental and Control ) , in the three fields of the post exam , ( Concepts , Calculations , Solving problems ) , attributed to the method of learning ( using calculator or do not). 3. Are there statistically- significant differences in the student achievement between males and females, in the experimental group , on the post exam and the three fields , (Concepts , Calculations , Solving problems). 4. Are there any effects of interaction between sex and group on the student achievement , in the post exam and its three fields ,(Concepts , Calculations , Solving problems) . The sample of the study consisted of ( 256) pupils in the ninth grade in Nablus District ; ( 112 Males , 144 Female ) ; during the second semester of the academic year 2000/ 2001 . The sample distributed on eight sections (four male and four female sections ) . F our sections were chosen ( two male , two female ) to be taught the statistics unit , and were admitted to use calculator during learning and in the test . These two sections were considered as the experimental ones. The other four remaining sections were taught the same material of the same unit , but without using the calculator , and were considered as the control sections . For the purpose of the study the researcher developed a detailed plan consisted of eleven periods ( 45 minutes each ) to be taught for two weeks . In order to control the variables ,the researcher trained the teachers and gave them all the needed instructions . All sections were given equal time regarding the time of the period and the test also . The tools of the study were two tests . A pre—test aimed to measure the achievement of the groups , that is to find out whether their achievements were similar or not . Another post-achieving test to measure the achievement of the pupils . The researcher investigated the reliability of the tools of the study by analyzing their content by using Pearson Formula , which was ( 0.72) for the pre- test, and ( 0.81 ) for the post-test. The Independent T—Test , One-Way ANOVA and Two—Way ANOVA analysis were used to examine the hypothesis of the study . The following results were reached : 1. The achievement of the experimental groups was better than that of the control ones , in the post exam and its three fields (concepts , calculations and solving problems) . 2. The achievement of the females was better than that of the males in the experimental groups on the post exam and its three fields ( concepts , calculations and solving problems ). 3. The sex has a statistically significant influence on the results of the post exam and its three fields ( concepts , calculations and solving problems ) , in favor of females , and the groups in favor of experimental group .
A Contrastive Evaluation Study between the Content of the Palestinian, Jordanian, & Egyptian Curricula in Mathematics for the Sixth Basic Class
(2002) Husam El-Deen Nabeeh Hasan Abu Ghazaleh; Dr. Salah El-Deen Yaseen
The study aims at analyzing the new textbook of mathematics set for the Palestinian 6th. basic class; and comparing it with the textbooks of mathematics already set for the same class in Palestine until year 1999/2000. Namely they are the books of the Hashemite Kingdom of Jordan & its identical one from the Arab Republic of Egypt, throughout: 1- Recognizing the difference of the mathematical material introduced in proportional representation in the light of the change of the state preparing the curriculum. 2- Recognizing the educational aims measuring each of the scholastic curriculums: (Palestinian, Jordanian & Egyptian) for the 6m. basic class in mathematics and the percentage of each of them. 3- Revealing the variance in the educational objectives of the (Palestinian, Jordanian & Egyptian) curriculums for the 6'h. basic class in mathematics in the light of Bloom ’s variable for classifying the mental levels. For the sake of realizing these goals and purposes, the researcher used the method of (Content Analysis) in analyzing and comparing the three curriculums. Then he emerged with the following conclusions: 1- There is resemblance in the introduced scholastic materials in the three curriculums; except for the unit of algebra which was shared by the Palestinian & Jordanian curriculums only; but not included in the Egyptian one. The material of probabilities was excluded by the Palestinian curriculum only; but deprived of the two other ones. 2- There is variance in the percentages of dividing the levels of educational aims measured by each of the three curriculums according to Bloom 's variable for classifying the mental levels, which are: (knowledge, remembrance, comprehension, application, analysis, synthesis & evaluation). At the time when the proportion of level of application in the Egyptian curriculum appears to be higher than the level of application in the other two curriculums, we find that the proportion of comprehension level in each of the Palestinian & Jordanian curriculums is higher than the Egyptian one; whereas the Palestinian curriculum is credited for the increase in the proportion of the synthesis & evaluation levels more than the other two curriculums. In consequence of that, the study recommends of: 1- The continuation of teaching the new Palestinian textbook of mathematics; simply because it contains versatile scholastic subjects, and its aims are feasible & applicable. 2- Supplying the new Palestinian textbook of mathematics with a teacher’s book that would illustrate the successful methods in it for demonstrating the scholastic material, as well as enhancing it with fostering activities and correct ways of solution for the questions of the textbook already set. 3- The necessity for linking the content of the new Palestinian textbook of mathematics with a surplus of examples & exercises from the local environment. 4- The necessity for linking the content ofthe new Palestinian textbook of mathematics with the other scholastic subjects; such as science, Arabic language & social studies. 5-The necessity for holding a surplus of courses for teachers to train them on implementing the new Palestinian textbook of mathematics in the proper way. 6- Supplying the student with a remedial plan that is studied and suggested from the qualified teachers & curriculum personnel, with the possibility of arranging exemplary class periods; live & televised that are performed by the specialists. 7- Performing a surplus of evaluating studies to include the other subjects & mathematical books, as well as the further topics.
The Effect of Computer-Assisted Instruction (CAI) on the Achievement for the 10th Grade of Mathematics and their Attitudes
(2002) Mosub M.J. Aboushi; Dr. Salah Al-deen Yaseen
The study aims at analyzing the new textbook of mathematics set for the Palestinian 6th. basic class; and comparing it with the textbooks of mathematics already set for the same class in Palestine until year 1999/2000. Namely they are the books of the Hashemite Kingdom of Jordan & its identical one from the Arab Republic of Egypt, throughout: 1- Recognizing the difference of the mathematical material introduced in proportional representation in the light of the change of the state preparing the curriculum. 2- Recognizing the educational aims measuring each of the scholastic curriculums: (Palestinian, Jordanian & Egyptian) for the 6m. basic class in mathematics and the percentage of each of them. 3- Revealing the variance in the educational objectives of the (Palestinian, Jordanian & Egyptian) curriculums for the 6'h. Basic class in mathematics in the light of Bloom ’s variable for classifying the mental levels. For the sake of realizing these goals and purposes, the researcher used the method of (Content Analysis) in analyzing and comparing the three curriculums. Then he emerged with the following conclusions: 1- There is resemblance in the introduced scholastic materials in the three curriculums; except for the unit of algebra which was shared by the Palestinian & Jordanian curriculums only; but not included in the Egyptian one. The material of probabilities was excluded by the Palestinian curriculum only; but deprived of the two other ones. 2- There is variance in the percentages of dividing the levels of educational aims measured by each of the three curriculums according to Bloom 's variable for classifying the mental levels, which are: (knowledge, remembrance, comprehension, application, analysis, synthesis & evaluation). At the time when the proportion of level of application in the Egyptian curriculum appears to be higher than the level of application in the other two curriculums, we find that the proportion of comprehension level in each of the Palestinian & Jordanian curriculums is higher than the Egyptian one; whereas the Palestinian curriculum is credited for the increase in the proportion of the synthesis & evaluation levels more than the other two curriculums. In consequence of that, the study recommends of: 1- The continuation of teaching the new Palestinian textbook of mathematics; simply because it contains versatile scholastic subjects, and its aims are feasible & applicable. 2- Supplying the new Palestinian textbook of mathematics with a teacher’s book that would illustrate the successful methods in it for demonstrating the scholastic material, as well as enhancing it with fostering activities and correct ways of solution for the questions of the textbook already set. 3- The necessity for linking the content of the new Palestinian textbook of mathematics with a surplus of examples & exercises from the local environment. 4- The necessity for linking the content of the new Palestinian textbook of mathematics with the other scholastic subjects; such as science, Arabic language & social studies. 5-The necessity for holding a surplus of courses for teachers to train them on implementing the new Palestinian textbook of mathematics in the proper way. 6- Supplying the student with a remedial plan that is studied and suggested from the qualified teachers & curriculum personnel, with the possibility of arranging exemplary class periods; live & televised that are performed by the specialists. 7- Performing a surplus of evaluating studies to include the other subjects & mathematical books, as well as the further topics.
The Training Needs for the Teachers of Mathematics in the Government Schools in North Districts of Palestine
(2002) Wajih Hijazi; Dr. Salah Yaseen
This study aimed at determining the training needs of teachers of mathematics in the government schools in the north Palestine districts, through answering the following questions: - What is the degree of training needs for the teachers of mathematics in the government schools in the north Palestine districts ? - Does the degree of training needs required by the teachers of mathematics in the government schools the north Palestine districts vary according to differences in sex , or qualification , or years of experience , or the stage that the teacher learns 7 To answer the study questions, the researcher prepared questionnaire by the help of the previous studies about the training needs of teachers of mathematics , consists of (6) fields:(teaching planning , management of class, methods of teaching, teaching media, mathematical content, evaluation).The population of the study consists of all teachers of mathematics who owned certification in mathematics , and teaching mathematics in the government schools in north Palestine districts for the year (2000/2001) with total number (799) , the sample of the study consists of(273) teachers , represents (34%) of the study population , chosen as stratified sample. To analyze the results, the following were used: means, standard deviation , independent t- test . one way ANOVA. The results of the study show that: - There are (77) training needs for teachers of mathematics in the government schools in the north districts of Palestine. - There are no statistical differences upon the level (α = 0,05) among the training needs degree with respect to sex , or years of experience. - There are no statistical differences upon the level (α = 0,05) among the training needs degree with respect to qualification, or the stage that the teacher leans , in the fields: management of the class , teaching methods , teaching media, mathematical content, evaluation. There are statistical differences upon the level (α=0,05) among the training needs degree with respect to qualification in the field : teaching planning. - There are statistical differences upon the level (α = 0,05) among the training needs degree with respect to the stage that the teacher learns in the field : teaching planning. Recommendations: - Building training courses in teaching mathematics media. - Building training courses in teaching mathematics to the gifted , and disabled students.

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