The Attitudes of Mathematics Teachers in Doha in Respect of the Dialogue Method in Light of Some Variables

The Attitudes of Mathematics Teachers in Doha in Respect of the Dialogue Method in Light of Some Variables

Abstract

This research aims to investigate the attitudes of mathematics teachers in Doha in respect of applying the dialogue-based method in teaching and analyzing the differences in these attitudes based on two variables: gender and years of experience. The study adopted a descriptive analytical approach and employed a tool represented by a scale measuring attitudes towards dialogue-based teaching on a sample of 155 (male and female) teachers working for public and private schools in Doha during the 2024/2025 scholastic year. The results showed a highly positive attitude among mathematics teachers towards using the dialogue method, with statistically significant differences favoring females. Furthermore, there were differences attributed to years of experience in favor of teachers with moderate experience (from 5 to less than 10 years). Such results indicate an increasing awareness among teachers of the importance of dialogic teaching in enhancing critical thinking and classroom interaction, despite some ongoing practical challenges. The study recommended incorporating dialogue in teacher preparation programs and in-service training, as well as developing classroom environments that support dialogue in line with the goals of Qatar National Vision 2030 towards more interactive and quality education.

Key words: Mathematics Education, Dialogue-based Method, Teachers’ Attitudes, Doha.