برنامج مقترح قائم على السرد القصصی لسجلات السیرة الذاتیة الریاضیة لتنمیة التفکیر التأملی والهویة المهنیة لدى معلمی الریاضیات قبل الخدمة A proposed program based on the storytelling of mathematical autobiographical records for developing reflective thinking and professional identity for pre-service mathematics teachers

Abstract

The aim of the research is to study the effect of a proposed program based on the storytelling of mathematical autobiographical records on the development of reflective thinking and professional identity of pre-service mathematics teachers, as well as to identify the experiences of pre-service mathematics teachers with learning mathematics that affected their learning of mathematics as it appears in their mathematical autobiographies. The research is based on the mixed research method, whereby the experimental method and the semi experimental design of one experimental group with pre-and post-measurement were used. Additionally, the mathematical autobiographies of the student teachers were analyzed qualitatively. The researcher used the criteria for evaluating reflective ‫يغهخ‬ ‫انشَبػُبد‬ ‫رشثىَبد‬ -( ‫انًغهذ‬ 42 ( ‫انؼذد‬ ) 6 ) ‫أثشَم‬ 4242 ‫انغز‬ ‫و‬ ‫انضبنش‬ ‫ء‬ 9thinking for narratives, the student-teacher professional identity scale, and a proposed program based on the use of mathematical autobiography (prepared by the researcher). The research was applied to a sample of 40 male and female students. The results of the research revealed a statistically significant difference at the level of (0.01) between the scores means of the experimental group students in the pre-and post measurements of reflective thinking and professional identity in favor of the post measurement. The qualitative analysis of the student teachers' mathematical autobiography revealed that positive expectations, a safe classroom environment, equality of treatment among students, students' understanding, consideration of individual differences between students, and love and attention are among the experiences that most affected students' learning of mathematics, whether positively or negatively. In light of the results, the research recommends the need to pay attention to the application of various programs for autobiography in line with the nature of the age of the learners and the nature of the subject, and to encourage educators to develop reflective thinking and the professional identity of student teachers.