This study aimed to investigate the mathematical proficiency level of the Hashemite University female students in teaching mathematics during practicum program. The study sample consisted of (41) female classroom teacher students at the second semester of the academic year 2019/2020. The study adopted the descriptive approach. The data were collected using observation protocol; the validity and reliability of the protocol were checked and proved acceptable. Lessons were videotaped, in addition to written notes. Study findings revealed that the teaching performance level in math proficiency was generally weak. Moreover, the teaching performance level in both conceptual understanding and productive disposition was medium; while the level of performance in procedural fluency, strategic competence, and adaptive reasoning was weak. The findings also show that there was a positive moderate correlation between academic achievement and performance level. They also revealed that there were statistically significant differences in math proficiency at the significant level (α = 0.05) attributed to academic achievement. Contribution/Originality:This study is one of few studies which have investigated the mathematical proficiency through practical education program at the university. It will provide useful insights to stakeholders and educational policy makers to reconsider and developing the teaching and practical education plan for students of the class teacher specialization in Jordan. INTRODUCTIONMathematics, by its nature, structure, and interdependence between constituents, plays a significant role in developing mentality and problem-solving abilities. The aim of learning and teaching mathematics goes beyond acquiring math concepts and calculations to attain proficiency. The National Council of Mathematics teachers (NCTM, to be the fourth criteria of math evaluation (NCTM, 1991(NCTM, , 2000. The criterion assesses math student's ability to utilize this knowledge in solving life mathematical problems, using math language to convey ideas, deduction and analysis, conceptual understanding, procedural fluency, disposition for math learning and understanding its nature. Teaching mathematics requires an active teacher with mathematical proficiency, an ability to take propitious decisions relevant to math knowledge in class situations, in order to determine curriculum objectives and student's needs. The teacher is the essential factor in the teaching process. S/he is the one to be trained on using the most effective strategies in reinforcing math teaching in order to achieve the set objectives (Archibald, 2007). Thus, teaching practicum programs in universities are considered one of the major issues in

The present study aimed at investigating the degree of mathematics teachers’ use of active learning strategies (ALSs) in their teaching practices, and to identify the obstacles hindering their use of this strategy. A questionnaire was distributed to 241 mathematics teachers (of whom 27 were interviewed) working in public secondary schools in the city of Amman in Jordan. A descriptive approach was used to determine the extent to which the participant teachers use LESs in their teaching practices. The findings revealed that the participants used ALSs to a moderate degree. Moreover, there were no statistically significant differences in terms of gender, academic qualifications, and teaching experience. However, the participants reported impediments to the use of ALSs related to teacher, student, subject, curriculum, and school environment.   Received: 9 February 2023 / Accepted: 20 April 2023 / Published: 5 May 2023

Objectives: This study aimed to investigate the availability of mathematical communication skills through e-learning platforms: the effect of Corona pandemic. Methods: A descriptive approach was used. A questionnaire for mathematical communication skills was constructed, consisting of (37) items. A sample of the students of Hashemite University consisted of (1492) male and female students. Results: The results showed that the availability level of mathematical communication skills through electronic platforms in the educational learning process, in general, is high, and there is a statistically significant difference in All skills of mathematical communication according to the variable of the college, in favor of members of the study sample students from the College of Information Technology when compared to their peers in the College of Educational Sciences. There is a statistically significant difference in skills (speaking, listening) in favor of the study sample students from the College of Engineering when compared to their peers in the College of Educational Sciences. the results showed statistically significant differences between the arithmetic averages of the responses of the study sample students about the effectiveness of electronic platforms in the educational and learning science under the current circumstances (Corona crisis) considering all mathematical communication skills, attributed to the gender variable and for the benefit of males. Conclusions: In light of the study results, it is recommended to work on training students and staff faculties for the optimal use of e-learning platforms, and to develop specialized training programs to design interactive e-learning environments that help activate mathematical communication skills.