The Faculty of Graduate Studies awarded the researcher Awfa Bsharat a Master’s Degree in Methods of Teaching Mathematics in response to his thesis entitled “Teaching Mathematics, Faculty of Graduate Studies, An-Najah National University, Nablus, Palestine”.

This study aimed to explain the experiences of students of the basic stage about mathematics in the Directorate of Education in Nablus.Specifically, the study tried to answer the following question:

What are the impressions of basic-stage students on mathematics in the Directorate of Education in Nablus?

The sample of the study consisted of (600) male and female

students from the fifth, sixth, eighth, ninth, and tenth-grade students in the Nablus governorate, who were chosen by the stratified random method. The study tool consisted of an impressions form, and its validity and reliability were verified. The researcher used the accompanying variance analysis (ANCOVA) to check the study hypotheses, and also calculated the averages and standard deviation of the paragraphs.The study reached the following results:

1)The averages were estimated as statistically significantfor seven domains, namely: the answers to mathematical problems, persistence, confidence, and mentality growth. Furthermore, one domaingot a statistically high significant estimation which is the real-worlddomain, meanwhile, two areas obtained a statistically low significant estimation; the search for meaning domain and the interest domain.

2) There are no statistically significant differences at the level of significance (0.05 ≥α) for the domains (real-world, confidence, and interest), to the degree that student impressions of mathematics are attributed tothe gender variable. Meanwhile, there are statistically significant differences at the level of significance (0.05 ≥α) in the student impressions level (the mentalitygrowth, the meaning search, and the answers) in favor of males, and also in the (persistencedomain) in favor of females.

3) The results showed that the differences in the mentality growth domainbetween the fifth and tenth grades were statistically significant at (0.05 ≥α) with the benefit for the fifth grade. The differences in the mentality growth domainbetween the sixth and eighth grades were statistically significant at (0.05 ≥α) and in favor of the sixth grade.The differences in the mentality growth domainbetween the sixth and ninth grades were statistically significant at (0.05 ≥α) in favor of the sixth grade, and the differences in the mentality growth domainbetween the sixth and tenth grades were statistically significant at (0.05 ≥α) for the sixth grade.

4) There are no statistically significant differences at the significance level (0.05 ≥α) for the domains (the mentality growth, the real-world, and the answers), and that there are statistically significant differences at the significant level (0.05 ≥α) for the domains (confidence, Interest, insistence) which was in favor of the underachieving students.

5) There are no statistically significant differences at the significance level (0.05 ≥α) for the domains of the (the mentality growth, the real-world, and the answers), and that there are statistically significant differences at the significant level (0.05 ≥α) for the domains (confidence, field interest, and insistence) in favor of students with little mathematics ability.

In light of these results, the study recommended linking the mathematics subject to life situations and not limiting itto numbers and formulas, as well as working to increase the students’confidence by encouraging and motivating them in the math class. Moreover, teachersshould work on not distinguishing between male and female students during math classes on the pretext that male students are more capable than female students or that female studentsare more diligent thanmale students.

The committee consisted of: Prof. Wajih Al-Thaher as a main supervisor and Chairman, Dr. Rafa’ Ramahi as an external examiner and Dr. Suheil Salha as an internal examiner.

At the end of the session, the committee approved the success of the researcher and recommended him a Master’s degree.