הוראת המורים למתמטיקה: המצב הקיים ומודל התערבות לשינויו

Abstract

In this research, we examine the characteristics of the instruction of some teachers of mathematics today. We used interviews with pre-service teachers in their first year of study and with in-service teachers in schools in the Triangle Area to examine these characteristics. The research findings show that the situation is not different from that which prevailed a decade ago, i.e. frontal teaching in which the primary activity of the students is to solve exercises, teachers don’t use exact mathematical language, give mathematical theorem without proving them, and don’t encourage students to ask questions to change this situation. We suggest a communication model that we expect its implementation to change teachers’ approaches to teaching mathematics and thus their teaching methods. This model is a communication model that involves four educational participants: researchers of mathematics education- through their articles, the group of mathematics teachers in one school, the community of mathematics teachers in a geographical educational area, and the community of students in a school or in a geographical educational area.