This study investigated the development of problem-solving strategies demonstrated by 42 elementary pre-service mathematics teachers in problem-solving mathematics classes. The study used a mixed methods approach of quantitative and qualitative research by analyzing the collected data.. The quantitative portion calculates the frequencies and percentage of the participants' responses to the problems posed in three different phases of the intervention: before, during, and after receiving the mathematics lessons. The qualitative approach was used for in-depth investigation to describe various mathematical problemsolving strategies demonstrated by participants across the three different research phases. Findings of the study indicated a limited number of problem-solving strategies present during the first phase of research such as "use arithmetic operation strategy," and "make a drawing strategy,". During the implementation of the problem-solving lessons and classroom discussion, the participants began to develop more strategies such as "use logical reasoning," "solve a simpler problem," "guess and check," "organize data in a table or a list," "look for a pattern," "work backwards," and "solve an equation,". However, the research findings nonetheless revealed participants' weakness in applying the variety of skills required for success in problem solving, such as interpreting information, mathematical working, and logical thinking. Results also demonstrated a limited and incorrect use of mathematical terminology, as well as a lack of problem comprehension. The discussion of the study addresses different features and issues related to mathematical problem-solving strategies. In light of its findings, this study presents recommendations and suggestions for the future development of pre-service teachers' problem-solving strategies.

This study explored math teachers' beliefs regarding their roles, practices and perceived change in implementing Problem-Based Learning in Qatar's primary government schools. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with seventeen math teachers. Although teachers considered PBL as an effective method benefiting student learning and they demonstrated progress in changing their beliefs moving from subject to didactic dimension through PBL implementation, their practices remained partially aligned with their perceived belief changes. This discrepancy could be attributed to several encountered challenges, including teachers' insecurity and lack of confidence, difficulty in facilitating student collaboration, structural constraints, additional workload, and the lack of school and peer support. Results suggest the need for different types of "problems" and approaches such as more direct instruction, and higher feasibility in teachers' autonomy when implementing PBL in primary education.

The acquisition of literacy and numeracy in early years education provides children with an essential skill for learning and life. This study aims to assess the literacy and numeracy skills of firstgraders in Qatari governmental schools. It also determines whether there is a relationship between numeracy skills and literacy skills and whether these are influenced by such factors as parents' educational level, students' prior knowledge, and gender. Study participants included 80 students (21 male, 59 female). The study used a quantitative research approach, and descriptive statistics were determined using Statistical Packages for Social Sciences (SPSS). The researchers used two research instruments: a numeracy survey and a literacy survey. The results demonstrated that participants attained a high level of oral language, phonological awareness, print awareness, knowledge of letters, and basic addition and subtraction facts with numbers 0-10. The results of the study also revealed that students possessed a medium level of writing development, place value, and adding and subtracting two-digit numbers and a low level of numeracy skills related to basic word problems, patterns, clocks, geometry, measuring, and money. In addition, the results demonstrated significant differences between male and female first-grade students, with male students having better literacy and numeracy skills than female students. The results s revealed no statistically significant differences in both literacy and numeracy related to pre-school knowledge, while there were significant differences ©2019 The authors and IJLTER.ORG. All rights reserved. in children's literacy and numeracy related to parents' educational level. These results were discussed and recommendations for practice and research were presented accordingly.

The National Research Council developed the concept of mathematical proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning, and productive disposition. The purpose of this study is to explore in-service mathematics teachers' perceptions of professional development needs related to the five strands of mathematical proficiency and to investigate the effect of teachers' demographic factors on their perceived needs. Participants included 342 teachers with varying qualifications and years of experience teaching at multiple grade levels (elementary, preparatory, and secondary) in Qatar's government schools. The study uses a 35-item questionnaire to evaluate teachers' professional development needs within the five strands.

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