Difficulties in implementing the free inquiry method in teaching computerized mathematics curricula from teachers' perspectives.
Authors
Saeed Mousa FaresFiles
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Journal
Published in Vol. 5 No. 2 (2026) of International Journal of Psychological and Educational Research.
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The International Journal of Psychological and Educational Research welcomes all researchers in the field of its scientific and research interest, and invites them to make a distinguished contribution to the production of knowledge in all its forms, aspects and trends, and to develop research in line with the development of the times and its technical progress, and in line with the goals of the journal, its mission and vision.
About the JournalAbstract
This study aimed to identify the difficulties of applying the free inquiry method in teaching computerized mathematics curricula from the perspective of teachers. The study employed the descriptive approach, and the sample consisted of (394) basic-stage mathematics teachers from Qasabat Irbid Education Directorate. A questionnaire was used for data collection, and its validity and reliability were established. The findings revealed that the level of difficulties faced by mathematics teachers in applying the free inquiry method in teaching computerized mathematics curricula was high. The results also indicated that there were no statistically significant differences in the overall level of difficulties according to gender, teaching experience, and educational qualification. Based on the findings of the study, a number of recommendations were proposed.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
