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RESEARCH PAPER
Mathematics teachers’ awareness of effective teaching practices: A comparative study
1
Faculty of Women, Ain Shams University, Cairo, EGYPT
2
College of Education, University of Bisha, Bisha, SAUDI ARABIA
Publication date: 2023-02-14
EURASIA J. Math., Sci Tech. Ed 2023;19(2):em2230
KEYWORDS
ABSTRACT
This study aimed to explore mathematics teachers’ awareness of effective teaching practices
issued by the United States National Council of Teachers of Mathematics (NCTM, 2014a) in the
Kingdom of Saudi Arabia and the Arab Republic of Egypt and to compare the results using the
comparative descriptive method. The Saudi sample comprised 651 teachers, and the Egyptian
sample included 620 teachers. Data were collected through an awareness scale of eight
dimensions of effective teaching practices. The study found that mathematics teachers in the
Kingdom of Saudi Arabia and the Arab Republic of Egypt had high awareness of effective teaching
practices. In addition, no differences were found in Saudi teachers’ awareness of potentially
differentiating variables. However, there were differences attributable to the gender variable in
favor of the female group. For Egyptian teachers, the results showed no statistically significant
differences in awareness levels concerning gender and school stage. However, those with higher
qualifications (master’s and doctoral degrees) showed significantly higher awareness than those
with an average teaching experience of five-nine years. We identified areas to support high-quality mathematics teaching and learning for future professional development by highlighting
and examining mathematics teachers’ awareness of effective practices. These findings have
important implications for mathematics instruction specialists, coaches, and stakeholders in both
countries.
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