The Reality of Mathematics Teachers Practice of Methods for Developing Creative Thinking among Secondary School Students in Khoms City

Abstract

This study aims to examine the extent to which mathematics teachers at the secondary school level implement strategies to develop creative thinking skills, as perceived by their students. It also seeks to identify the main challenges that hinder the effective use of these strategies. The researchers employed a descriptive-analytical approach, utilizing two questionnaires: the first targeted students to evaluate the extent of teachers’ practices in fostering creative thinking, and the second targeted teachers to identify the key obstacles they face in this regard. Both questionnaires were validated for reliability and consistency. The study sample comprised 28 teachers and 122 students. After administering the questionnaires and conducting statistical analysis, the findings revealed the following: •From the perspective of the students, the extent of secondary school mathematics teachers’ implementation of creative thinking development strategies was rated as moderate, with a mean score of 3.38. •The findings also highlighted several significant challenges faced by mathematics teachers, which impede the development of creative thinking among students. Response averages ranged from 4.55 to 3.11, with an overall mean of 4.01, indicating a high level of agreement. The primary challenges identified included: - Overcrowded classrooms with a high number of students. -.Teachers’ reliance on traditional teaching methods -.Low student motivation and negative attitudes toward learning. -.Students’ lack of self-confidence, fear of failure, and avoidance of risk-taking. -.Teachers’ attempts to avoid imposing their opinions on students.