Teaching Practices of the Mathematics Male and Female Teachers According to the PISA Framework and its Relation to their Beliefs towards their Students

Abstract

The study aimed to identify the different teaching practices of mathematics male and female teachers according to the framework of PISA 2018 and its relation to their beliefs towards their students. The study used the descriptive survey approach. The sample consisted of (421) mathematics male and female teachers in AL-Taif city in the year 1442 AH. After testing the reliability and validity; two tools were used to collect data: a questionnaire and a scale. Results showed that both genders, male and female teachers, have a high level of formulation of mathematics; the mean was (2.4840). Moreover, their teaching practices level of employing mathematics was high and reached the mean (2.3976). Meanwhile their level of teaching practices of the process of mathematics explanation was at the mean (2.2130). Results also showed that there is a statistical significant difference in the level (α≤ 0, 05). The previous result is related to the gender variable in which females outperformed the males, and to the teaching experience in which the more experienced respondents outperformed the inexperienced ones. Finally, results showed that there was no statistical significant difference in the level (α≤ 0, 05) for the level of education variable. Based on the results of the study, the following recommendations might be taken into consideration: workshops might be hilled to improve the teachers' teaching practices of mathematics formulation and explanation in addition to some steps and procedures in PISA framework must be embedded in the teacher's guide.