تقويم التدريس الإبداعي لدى أساتذة الرياضيات في التعليم المتوسط بمدينة ورقلة

Résumé: This study aims to assess the use of creative teaching among middle school mathematics teachers. It also aims to find out the impact of gender, academic qualifications, the nature of formation, and seniority on the use of creative teaching among middle school mathematics teachers. In order to achieve the objectives of the study, the descriptive-analytical approach was employed, and the creative teaching questionnaire of Fouad Taleb was used. This questionnaire consisted of (40) items and four dimensions: fluency (12 clauses), flexibility (13 clauses), originality (7 clauses), and sensitivity to problems (8 clauses). After verifying the tool’s validity, it was applied on a sample comprising (230) teachers; (177) females, with a percentage of (77%) and (53) males, with a percentage of (23%), selected using the simple random sampling method from the population of middle school mathematics teachers, consisting of (328) teachers; (237) females, with a percentage of (72,26%) and (91) males, with a percentage of (27,74%). After statistically processing the data using the Statistical Package for the Social Sciences V25 software (SPSS V25), the results showed that the level of creative teaching use among middle school mathematics teachers is high, and that there are no significant differences in the use of creative teaching among middle school mathematics teachers between university graduates and higher normal school graduates, after identifying their seniority.The results also indicated that there are no significant differences in the degrees of creative teaching use among middle school mathematics teachers based on gender (male/female) and academic qualifications (baccalaureate/bachelors/masters) and the interaction between them.

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