explore the teaching practices of Sixth grade mathematics teachers in employing community-based mathematics to develop students' geometric thinking

mathematics teachers in employing community-based mathematics to develop students' geometric thinking. To achieve the study's objective, the researcher followed a descriptive approach using two study tools: a classroom observation tool and a quantitative interview tool. The study sample consisted of (15) mathematics teachers in Tabuk, Saudi Arabia, who were selected purposefully from those who responded to the researcher. Classroom visits and quantitative interviews were conducted with them.
The results of the study showed that, in general, teachers had an average level of knowledge and understanding of community-based mathematics concepts and their use in developing geometric thinking. The results also indicated a moderate level of teacher involvement in community-based activities and projects that enhance understanding and geometric thinking. Additionally, the study found, through teacher interviews, that teachers' perceptions of the effectiveness of community-based mathematics in developing geometric thinking were generally moderate. The study also revealed challenges faced by Sixth grade mathematics teachers when applying community-based mathematics to foster geometric thinking among students, with these challenges being of a moderate level. Moreover, the results of the study also found that there were no statistically significant differences at the level of significance (α ≤ 0.05) in the sample members’ estimates of their appreciation of the degree to which sixth-grade mathematics teachers involve students in community activities and projects that enhance understanding and geometric thinking. Among the results of the study there is also that statistically significant differences at the significance level (α ≤ 0.05) in the degree to which sixth-grade mathematics teachers employ community mathematics in engineering lessons, as well as their perceptions, in favor of teachers with advanced rank.
Based on the results of the study, the researcher recommended several recommendations, the most important of which are: Implementing targeted professional development programs to provide teachers with the skills and knowledge necessary to effectively integrate community mathematics into their engineering lessons.
Keywords: Teaching practices - community mathematics - engineering thinking.