الفهرس 
الباب الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The teacher of Mathematics plays the most role in Mathematics education. Many researches proved that he has a great influence on the higher levels of students achie-vement and on doveloping their attitudes. Effective teac-hing depends on the teaching skills the teacher of Mathem-atics has and his performance in the classroom. Thjs study aims at evaluating the performance of stud-ent teachersodept. of Mathematics in the faculty of Educ-ation to see the level of performance in teaching geometry and the role.of pre—service programmes in helping them acq-uire and develop the skills of teaching geometry. The study attempts to find answers to the following
questions:
(1)What are the skills of teaching geometry the tea-cher of Maths. should have?
(2)To what extent do student— teachers,dept. of Ma-ths in the faculty of Education, use such skills in their teaching practicum?
To answer the two questions aforementioned the researcher:
A) Specified the skills the teacher of Mathematics
should have in teaching geometry through:
1-Making a theoretical study that includes the skills of teaching (concept - nature and char acteristics) and the teaching of geometry ( nature - objectives of teaching and the sk-ills required to teaching).
2-reviewing literature and previous work to see checklists of skills of teaching made by ot-her researchers.
3-Presenting the checklist prepared by the resea-rcher to a panel of experts in the field of Maths. education.
B) Attempted,to find an answer to the second of student - teachers performance,the following:
1-Making an obsearvation schemecard based on
chck-lists of skills ofteaching reviewed .
2-Using the observation card,after validating it and computing its reliability,to observe the performance of student- teachers,whose number totalled 60 of the third year and 60 of the fourth year,in their teaching practicum.
The findings of the study showed that:
1- There are 71 skills required to the teachers of Mathema- tics to teach geometry. These skills come under three
headings( that constitude the three - phase cycle): Planning, implementation and evaluation.
2-The level of student- teachers performance as regards the skills of teaching geometry is low where only two of the third year students and six of the fourth year students got 75%
3-There are significatn statistical differences( at the level of ,01 between the performance of the third year student- teachers and that of the fourth year student-teachers in favour of the fourth year student- teachers.
In the light of these findings,the researcher presented his conclusionstrecommendutions and suggestions for further research.