Teaching Strategies Used by Mathematics Teachers in the Jordan Public Schools and Their Relationship with Some Variables

Abstract

This study investigated the use of teaching strategies among Mathematics Teachers at the Public schools in Jordon, and its relationships with teachers' gender, experience, and scientific level. A stratified random sample of (75) teachers is drown. To assess the Teaching strategy use, a questionnaire with (51) items is developed. The results showed that the general level of using teaching strategies was moderate, while the level of the behavioral strategies used by the teachers was high; whereas the cognitive and affective strategies were moderate. The results also showed that there were no significant differences (α ≤ 0.05) in the Teaching strategies use related to teachers' gender, But there were significant differences in the Teaching strategies use related to experience variable in the affective strategies domain in favor of the teachers with less than (5) years experience. The results also showed significant differences in the Teaching strategies use related to scientific level variable in favor of the post graduate teachers. The researcher recommends training mathematics teachers on using the teaching strategies.