Degree of Possessing Statistical Thinking Skills among Mathematics Teachers in the Basic Stage in Jordan

Abstract

 This study aimed to determine the degree of statistical thinking skills possessed by primary school mathematics teachers in Jordan. It employed a descriptive survey approach. The study was conducted with a sample of (120) mathematics teachers from primary schools within the Marka Education Directorate in Jordan, comprising of (62) male and (58) female teachers selected via stratified random sampling. The study employed a statistical thinking assessment consisting of (20) items distributed across four sections, each representing a specific area of ​​thinking skills and statistical abilities. The assessment was validated for reliability and validity. The study results showed that the degree of statistical thinking skills possessed by mathematics teachers in the basic stage was high on the test as a whole. The results also showed that there were no statistically significant differences at the level of statistical significance (α = 0. 05) in the degree of statistical thinking skills possessed by mathematics teachers in the basic stage attributable to the gender variable (male teacher, female teacher). The study recommended that mathematics teachers in the basic stage be trained on some statistical thinking skills to raise their level of statistical thinking.