Using Patterns-of-Participation Approach to Understand High School Mathematics Teachers’ Classroom Practice in Saudi Arabia

Abstract

During the past decade, the Saudi Arabian education system has undergone major changes. Government agenciesinvolved in education have introduced new policies, standards, programs, and curricula. The focus of this research is todescribe and understand high school mathematics teachers’ current practices in Saudi Arabia. This research includesthree cases of teachers currently teaching high school mathematics in Saudi Arabia. Using the Patterns of Participationconcept (PoP) as the main framework, I identified some of the significant practices, or figured worlds, from theteachers’ sense of their practices. Some of the figured worlds that emerged are mathematics, the textbook, reform, andresponsibility for students’ achievement. Mathematics, as it has always been, remains an influential figured world formathematics teachers. Reform and the textbook are becoming as influential because of the current changes in theeducation system in Saudi Arabia. While some participant teachers are developing a new understanding of whatmathematics is and what it means to teach it, they also indicated that they are mostly still using traditional teachingstrategies rather than reform teaching strategies