Maha Saad Alsaeed

Maha Saad Alsaeed
King Faisal University · College of Education

Professor

About

10
Publications
2,726
Reads
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58
Citations

Publications

Publications (10)
Article
Full-text available
This study explored how a scenario-based (SB), one-semester professional development program influenced the instructional practices of preservice early childhood mathematics teachers. The participants completed a 15-week program in which they engaged with modeled in-class teaching experience and subsequently answered a number of questions that prom...
Article
Full-text available
Lesson study provides collaborative platforms for enhancing mathematics teachers’ knowledge and pedagogical skills. Research on the collaborative learning of professional programs is well documented and specifies that it can support mathematics teachers in transferring their pedagogies, knowledge, and attitude about teaching mathematics to improve...
Article
This article constructs a cultural framework for Arab education amid the COVID-19 pandemic. Such education occurs inside private homes, raising privacy-related methodological challenges to research. To bypass these, numerous researchers were recruited to collect qualitative data from within the homes of friends and relatives. They collected large-s...
Article
Full-text available
This piece theorises the limitations of transitioning reflection from individualistic to participatory practice. It addresses the question: what are the challenges of introducing crowd-reflecting into Arab academia? To answer this question, 140 Arabs from an academic organisation were invited to crowd-reflect, online, on their institution, using a...
Article
There is a growing interest in the flipped design model in K–12 mathematics classrooms, as it has been shown to have a positive influence on learning. This study aims to help improve students’ learning of irrational numbers using the flipped design model. This study outlines four design elements of the flipped environment that are shown to increase...
Article
Full-text available
The present study examined the extent to which mathematics teachers’ practices reflect visible learning (VL) at their schools and in their technology-enhanced classrooms. A number of determining factors influencing mathematics teachers to practice VL were also investigated. The Visible Learning Scale (VLS) instrument was conceptually developed base...
Article
Full-text available
Crowd-reflecting: A counterproductive experience of Arab adult learning via technology. _Studies in Continuing Education
Article
Full-text available
During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the In...
Article
Full-text available
Attending professional development programmes can support teachers in applying new strategies for teaching mathematics and statistics. This study investigated (a) the extent to which the participants in a professional development programme subsequently used the techniques they had learned when teaching mathematics and statistics and (b) the obstacl...
Conference Paper
Full-text available
Quantifying Uncertainty and Analyzing Numerical Trends (QUANT) is a yearlong professional development program to develop secondary school mathematics teachers’ statistical proficiency for teaching. This study investigated the perspectives of the 2009–2010 participants regarding their implementation of high-level tasks and the obstacles they encount...

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