Mathematical strength and its relationship to the teaching performance of the students of the Open College of Education

Abstract

Mathematics is a very important and indispensable pillar for the rest of the other sciences, and despite the growing interest in mathematics, we still feel shortcomings in the way it is taught.
As Deans says, "It is difficult now to find a teacher of mathematics who can honestly say that everything is fine in teaching mathematics, because many people find it very difficult to do the simple." (Frederick, J1, 1986: 53)
The teacher is the heart of the educational process alike and the main engine of educational interaction positively or negatively, and his good preparation refines his abilities and makes him ready to develop and evaluate his work.
Believing in mathematics and making it close to the students is closely related to the way it is presented, and this is mainly related to mathematics teachers whose teaching behavior and their ability to communicate and evaluate play a major role in this case. Thus, mathematics is a difficult language when the teacher focuses on reading and memorizing terms and symbols. sports without exchanging ideas and dealing with them. (Al-Saadi, 2009:14)
Mathematics includes conceptual and procedural knowledge, problem-solving, and post-knowledge that constitutes mathematical power, which is an entry point for evaluating students in mathematics. Therefore, the current study is an attempt by the researcher to detect the level of mathematical power among a sample of mathematics teachers who continue to serve and who continue their studies in the Open College of Education affiliated to the Ministry of Education for the purpose of identifying the existence of a relationship between mathematical power and the level of their teaching performance.