Abstract:

This study sheds light on the various strategies to teach mathematics and whether they are employed or not. The study investigates the employed mathematics-teaching strategies in Arab schools in northern Israel, and the hindrances that prevent teachers from applying diverse effective strategies in their classrooms. The researcher follows the qualitative approach based on in-depth interviews and recommendations of previous studies and observation to obtain the maximum benefits and give accurate qualitative results based on interviews, from Arab schools in northern Israel who study in six different schools. Teachers assert that employing the different innovative strategies are vital and efficient in teaching mathematics, but there are many handicaps that prevent teachers from exploiting them including, amongst others, the imposed duties to complete the entire amount of loaded study material during the semester, as well as the lack of available tools to computerize classes and teaching process in general, the lack of building tangible tools, and the low proficiency level of some teachers. The results of the interviews showed that technology is rarely employed in teaching mathematics – if ever, as well as innovative and modern strategies. The study concludes that the heavy burden of teaching mathematics should be lightened to allow space for creativity in teaching strategies, as they need more time to be employed. In addition, for mathematics to be understood properly, the teaching process should be interesting to attract students. Besides this, the suggested strategies are advantageous to be applied in the teaching process.

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