تقويم أسلوب تدريس مادة الرياضيات لتلاميذ الحلقة الثالثة بمرحلة تعليم الأساس

Abstract

This study examines correction of mathematic teaching method adopted in class at basic level schools at Alshuhada locality- Khartoum state. The study adopted descriptive method based on elicitation and deduction Questionnaire is used for process of data collection then data is analyzed through utilization of simple percentage method. The study comprises five dc haters and concluded to the following significant findings: 1- Among significant teaching methods adopted in teaching mathematics in third class at basic level schools are: detection, discussion, direct presentation and feedback. 2- Most of third class mathematic teachers tend to use methods that help students develop cogitation skill and class activities such as : detection, discussion, feedback, and direct presentation. 3- This teaching method has strengths and weaknesses on one hand, it develops student’s ability to detect, discuss and feedback on the other hand, lecturing method obscures. Students mind from thinking and discussion. 4- Syllabi length, density of teacher’s timetable, overcrowded classes is factors hindering possibility of using detection and discussion methods. Recommendations: Based on findings the researcher recommends the following : 1- Necessity for avoiding lecturing method and adopting instead method of detection, discussion, direct presentation and feedback. 2- Nominating specialized mathematic teachers for third class and provide training programs for non specialized teachers. 3- Solving the aforementioned problems: density of teachers timetable, overcrowded classes, so that teachers can manage using the suitable mathematic teaching method in third class at basic schools.