مدى ممارسة معلمي الرياضيات للتدريس البنائي وعلاقتها بمعتقدات فاعليتهم التدريسية

This study aimed to identify the extent of the mathematics teachers’ practice of constructivist instruction in Hebron Directorate of Education and its relationship with their teaching efficiency beliefs, and the significance of the differences in the means of practice degree in accordance with the variables: gender, experience, qualifications, and educational stage. To achieve these objectives, the application of the two tools of the study was carried out after establishing the reliability and validity on a sample of (206) male and female teachers, by using a stratified sample of all maths teachers at work during the first semester of the academic year 2008 - 2009. The results of the study showed that the degree of constructivist practices of mathematics teachers has been medium. Results also indicated that there were no statistically significant differences in the degree of constructivist practices, according to the study variables. Finally there was a statistically significant positive relationship between the degree of the mathematics teachers’ practice of constructivist instruction and their teaching efficiency beliefs.