Unlocking numerical sense: An in-depth analysis of teaching practices among mathematics teachers in primary schools

Mathematics teachers face significant challenges in developing number sense among students. This study investigates the teaching practices of Saudi Arabian primary school mathematics teachers for fourth-grade female students. Using a descriptive-analytical approach and validated observation cards, the study sampled 20 teachers and analyzed data through statistical measures. Results revealed teaching practice levels as low in planning, moderate in implementation, and high in evaluation, with overall moderate effectiveness. No significant differences were found based on teaching experience, academic degree, class size, training programs, or teaching load. The study recommends the Saudi Ministry of Education enhance teaching practices via targeted professional development and suggests future research on instructional methods across different educational levels and the use of digital tools.