The Extent of Implementing the Mathematical Representation Standard Among Mathematics Teachers in Grades 9–12 in the Sultanate of Oman

Abstract

This study aimed to measure the extent to which mathematics teachers in grades 9–12 implement the representation standard of the process standards as outlined by the National Council of Teachers of Mathematics (NCTM). The study employed a descriptive survey methodology, with a sample consisting of 16 mathematics teachers from grades 9–12 working in public schools under the Ministry of Education in the Al-Dakhiliyah and North Al-Sharqiyah governorates. A researcher-designed questionnaire was used as the primary instrument, consisting of 13 items distributed across three dimensions of mathematical representation skills. These dimensions were derived from the representation indicators stated in the NCTM standards. The instrument’s validity was ensured through expert review, while its reliability was confirmed by calculating Cronbach’s alpha coefficient. The statistical analyses revealed that mathematics teachers demonstrated a high level of implementation of the representation standard overall. Specifically, the results showed a high degree of implementation in the dimensions of constructing and using representations to organize, record, and communicate mathematical ideas, as well as selecting, applying, and translating representations to solve mathematical problems. However, the implementation level for the dimension of using representations to model and understand natural, social, and mathematical phenomena was moderate. In light of these findings, the study proposed several recommendations. These include: raising teachers’ awareness of the principles and standards of school mathematics and their importance; organizing workshops to enhance teachers’ knowledge and skills in mathematical representation; guiding curriculum developers to emphasize the role of representation in lessons and integrate diverse practice activities based on it; and developing a practical guide for middle and secondary school mathematics teachers that provides a comprehensive description of the representation standard and strategies for its effective application in teaching.