The Effect of Some Contextual Changes of the Mathematical Knowledge of Teachers of Mathematics and their Students in the Eighth Grade in Qalqilia District (The Theoretical Frame of TIMSS Model)

This study aims at finding out the mathematical knowledge of eighth-graders in Palestine, and it also aims at finding out the mathematical knowledge for teachers of mathematics who teach the eighth grade in Palestine regarding the concepts of mathematics they teach to their students: This helps to determine the basic needs that should be taken into consideration in the preparation of academic programs for teachers enrolled in in-service training, working days and seminars organized by the directorates of education regarding the subject of mathematics. To achieve the objectives of the study ,two tests were prepared, one for the student and the other for the teacher. The teacherstest included 20 questions on what is believed a wrong concept of the eighth class teachers in the following areas: 1- Algebra. 2- Geometry. 3- Number Theory. 4- Data and opportunities. The student test included 40 items distributed as follows: 1- Numbers, number theory, ratio and proption. 2- Geometry and measurement. 3- Algebra, equations and inequalities. 4- Data and opportunities. This study tried to answer the following questions: 1) What is the mathematical knowledge of teachers and students in eighth grade, according to numbers, algebra, geometry, data and opportunities? 2) Are there any significant differences in the mathematical knowledge of teachers in the eighth grade due to gender, years of experience, specialization, educational qualification and classes taught by the teacher? 3) Are there significant differences in mathematical knowledge among students in eighth grade, due to gender, place of residence and type of school? For the purpose of the study, the sample was selected as stratified random sample from the population of the study which consisted of students of eighth-grade in primary governmental schools in Qalqilya for the academic year (2008/2009).The number of (2268) students, distributed in public schools in the district.It was distributed among (2268) students in governmental schools in the district.The size of the students sample was (161).Also a stratified random sample of teachers was selected, (33) teachers, out of (51) teachers in the district. the validity of the tests was confirmed by a committee of juries.Students test reliability coefficient was (0,808), and the reliability coefficient of teachers test was (0.716).The researcher built students test after analyzing the content of the mathematics textbook of eighth-grade, and scanning examples of the test questions according to (TIMSS) model international.The teachers test was built by a previous study on the misconceptions that teachers of grades 8 - 10 suffer from, and by examples of the examinations, The Ministry of Education applied to those who want to be teachers. After tests corrections, data were statistically treated in order to get out the findings and recommendations. Findings were as follows: 1) There are significant differences at the level of (α = 0.05) in the degree of mathematical knowledge, due to Gender, and in favor of males. 2) There are no statistically significant difference at the level of (α = 0.05) in the degree of mathematical knowledge, due to Specialization. 3) There are statistically significant differences at the level of (α = 0.05) in the degree of mathematical knowledge, due to educational qualification, in favor of bachelor degree or higher. 4) There are statistically significant differences at the level of (α = 0.05) in the degree of mathematical knowledge, due to years of experience, in favor of experience (1-5). 5) There are no statistically significant differences at the level of (α = 0.05) in the degree of mathematical knowledge due to the classes taught by the teacher. 6) There are no statistically significant differences at the level of (α = 0.05) in the degree of mathematical knowledge, due to student sex. 7) There are statistically significant differences at the level of (α = 0.05) in the degree of mathematical knowledge, due to The place of residence, in favor of village. 8) There are statistically significant differences at the level of (α = 0.05) in the degree of mathematical knowledge, due to the type of school, in favor of mixed schools. Depending on the study results, the researcher recommended a number of recommendations including: 1) Further studies are needed on the factors that contribute to the low achievement of students of Palestine in the test (TIMSS). 2) Conducting training courses, to present the definition of the test (TIMSS). 3) The need to reformulate Mathematics curricula and textbooks of the eighth grade to focus on problem solving, and to focus on problem solving and multiple choice questions. 4) Applying national tests. It is possible that low student achievement in national and international tests, is a result of not dealing with it seriously and responsibly by students and teachers.