Abstract
Mathematically proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning(National Research Council, 2001), and. The purpose of this study is to Jordanian mathematics teacher's perceptions of their professional needs Related to the Five Strands of Mathematical Proficiency and to search for the effect of teachers' demographic factors on their perceived needs. Participants included (171) teachers with varying qualifications and years of experience teaching at multiple grade levels schools in Jordan. The study uses a 35-item questionnaire to evaluate a teacher's professional development needs within five Strands of Mathematical Proficiency. The results offer more insight into mathematics teachers’ most essential needs in terms of specific knowledge and experience within different categories. This information aids in planning professional development programs and workshops that will meet teachers’ needs
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