The level of fulfillment of mathematics teaching requirements among teachers in the intermediate stage to develop higher-order thinking skills

Abstract

This research aimed to identify the level of fulfillment of mathematics teaching requirements among teachers in the intermediate stage to develop higher-order thinking skills (HOTS). To achieve the research objectives, a descriptive-analytical approach was adopted, and a questionnaire for teaching mathematics requirements needed to develop HOTS among intermediate school students was constructed. The questionnaire included 50 statements distributed into four dimensions: the requirements for teaching mathematics to develop: problem-solving skills, decision-making skills, critical thinking skills, and creative thinking skills. The questionnaire was administered to 136 intermediate school mathematics teachers. The results revealed that the level of fulfillment of mathematics teaching requirements to develop HOTS in general was moderate. The teaching requirements to develop problem-solving skills were ranked first, with a high level. The teaching requirements to develop creative thinking skills were ranked second, with a moderate level. The teaching requirements to develop critical thinking skills were ranked third, with a moderate level. The teaching requirements to develop decision-making skills were ranked fourth with a low level. The results also showed that there were statistically significant differences at ≤ 0.05) in the level of fulfillment of teaching requirements to develop HOTS due to qualification, years of experience, and training hours.