Investigation of Creative Teaching for High School Mathematics Teachers in Saudi Arabia

Abstract

This study examined the creative teaching for high school mathematics teachers in Saudi Arabia. The original data set included 200 teachers in high public schools in the province of Dammam, Saudi Arabia. The researcher also prepared a creative teaching questionnaire for mathematics teachers in high schools and a qualitative analysis method was employed to analyze the data. The results showed that the items on the questionnaire on creative practices ranged between (3–4.23) with a general average value (3.16) and a standard deviation (0.192), which indicated a median level of creative practice among the high school mathematics teachers in Saudi Arabia. This study suggested that it should be better to prepare training programs for mathematics teachers to acquire creative teaching skills and make them more aware of the importance of creative teaching in their classes.

The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers

“…Creative teachers use new methods, strategies, teaching aids, media and so on to carry out meaningful teaching activities to achieve effective teaching goals (Xiong et al, 2020b). Although creative teaching can be equated to excellent practising, good quality practice is not necessarily the result of creative instruction (Elsayed & Al-Abbad, 2023). During creative education, a complex interplay between the teacher, the setting, and the pupils takes place, and each element of the process is always moving forward, striving to explore new territory, searching for new boundaries, and expanding on the search for something new.…”

“…Creative teaching in mathematics refers to the innovative, fluent, and adaptable procedures, actions, and educational reactions employed by math teachers before, during, and after teaching practices (Elsayed & Al-Abbad, 2023). The development of students' creativity is promoted by this kind of instruction.…”

“…Moreover, creativity is a vital component of teaching mathematics, and mathematics teachers have a unique opportunity to foster creativity among their students. In recent years, there has been a growing recognition of the importance of incorporating creative teaching methods in mathematics education (Christofferson, 2021;Fadzil et al, 2022;Elsayed & Al-Abbad, 2023;Henriksen & Mehta, 2016;Kandemir et al, 2019;Niu et al, 2017;Sholan, 2019; ). These methods go beyond the traditional approach of memorisation and formulaic problem-solving.…”