Levels of Mathematical Knowledge Depth among Mathematics and Statistics Instructors at the Deanship of the First Year Common Program، King Saud University

Abstract

The aim of this research was to identify the levels of mathematical knowledge depth among mathematics and statistics instructors at the Deanship of the Common First Year at King Saud University. It also sought to determine the most essential skills that these instructors should possess، based on the Depth of Knowledge (DOK) model. The research sample consisted of 31 mathematics and statistics instructors from the Deanship of the Common First Year at King Saud University. The study employed the descriptive-analytical approach، using a classroom observation form to assess teaching performance in accordance with the levels of mathematical knowledge depth among instructors in the Department of Basic Sciences.

The study used direct classroom observation to answer the following question:

What are the levels of mathematical knowledge depth among mathematics and statistics instructors at the Deanship of the Common First Year at King Saud University?

The research findings showed that the overall average score for the levels of mathematical knowledge depth among the instructors was 118. 032 out of 200، indicating a weakness in the depth of mathematical knowledge skills، particularly in the areas of strategic thinking and extended thinking.

The study provided several recommendations، including:

Holding seminars and training courses for instructors to emphasize the importance of depth of knowledge levels and encourage their application.

Training instructors to formulate questions that align with the four DOK levels.

The study also proposed further research، such as conducting a study analyzing mathematics and statistics textbooks for the Common First Year based on the Depth of Knowledge model.