Mathematics teachers’ perceptions and practices of inquiry-based teaching in basic education schools in the Sultanate of Oman

Abstract This study examined mathematics teachers’ perceived effectiveness, reported instructional practices, and perceived implementation challenges related to inquiry-based teaching in Omani public basic education schools. It further explored variations across gender, academic qualification, years...

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Detalhes bibliográficos

Autor principal:	Wedad Rajab Rabee Al-Mukhini
Formato:	Artigo
Idioma:	Inglês
Publicado em:	Springer 2026-04-01
coleção:	Discover Education
Assuntos:	Inquiry-based teaching Mathematics education Teacher perceptions Instructional practices Professional development Sultanate of Oman
Acesso em linha:	https://doi.org/10.1007/s44217-026-01380-6
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