The Reflective Practices of Mathematics Teachers at Secondary Schools in Saudi Arabia

Abstract

The research aimed at investigating the reflective practices of mathematics teachers at secondary school in Saudi Arabia from their point of view. Furthermore, the research aimed at investigating if there were significant differences among mathematics teachers in reflective practices due to gender and experience. The descriptive methodology was used in this research. A sample consisting of 403 teachers, and a valid instrument was delivered to the teachers. The insttrument consisted of 20 items measuring math teacher practices of reflective activities. These items are distributed on the following three areas: " Degree of practicing reflection, "Areas of practicing reflection", and "Ways of practicing reflection". Answers indicated that they practice the activities represented by the items of the "areas of practicing reflection" with a high degree of practice, while most of the items in the third area were practiced with high degree, except three items, where the level of the practice was medium. The results also showed that there was no difference between secondary school math teachers regarding their practices of reflection in their teaching profession attributable to their gender or their teaching experience.