التفكير الإبداعي وعلاقته بكفايات تدريس مادة الرياضيات عند أساتذة التعليم الثانوي
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Date
2023-06-13
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جامعة 20 أوث 1955 سكيكدة
Abstract
The current study dealt with the relationship between creative thinking among secondary school
mathematics teachers and their teaching methods. This was done through the theoretical treatment in
three chapters: creative thinking, teaching, and competency-based teaching, in a form of theoretical
expansion, as well as through the scientific methodological steps and procedures applied in the norms
of academic research.
The descriptive approach was relied upon in studying this subject on an intentional sample of
mathematics teachers in the central city of Skikda by answering the questions asked to achieve the
following objectives : Identification of the level of verbal creative thinking among secondary school
mathematics teachers, detection of the most practiced skill in the study sample, and the level and the
degrees of control over teaching methods according to each area among secondary education teachers,
members of the study sample, and revealing the nature of the relationship that exists between the verbal
creative skills of mathematics secondary education teachers and lesson planning , presentation
methodology, media and communication technologies , classroom management, competencies related
to the scientific content of mathematics, communication and human and social interaction, and
evaluation competencies.
After statistical processing of the data, the following results were obtained:
- Average degree of mastery of creative thinking skills of the sample members. It was also revealed
that the most verbal thinking skills of secondary education teachers in mathematics is the skill of
originality.
- An average score was recorded in the mastery of the teaching methods in the areas of lesson
planning, lesson implementation, classroom management, competencies related to the scientific
content of mathematics, communication and human and social interaction, while a low control
score was recorded in the field of information and communication technology, and a high score
was recorded in the lesson evaluation process.
- With regard to the central question of the study related to the pattern of the relationship between
creative thinking and teaching competencies according to each field of the study sample, a very
weak inverse correlation that is not statistically significant between the adequacy and skills of
creative thinking for each of the areas of lesson planning and
lesson implementation, information and communication technology competencies, and evaluation
competencies at the level of significance was recorded (0.013), (0.028), (0.001), (0.001) respectively.
- It was also recorded that there is a weak, direct, non-statistically significant correlation between
the verbal creative thinking skills and each of the classroom management competencies, the
competencies related to the scientific content of mathematics and the competencies of
communication and human and social interaction at the level of significance (0.001), (0. 124),
(0.001), respectively, which indicates the necessity of adopting this style of thinking for the
process of training teachers, focusing on it and giving it the necessary importance in order to
achieve the maximum possible benefit from the pedagogical activity of the teacher in the
educational process.