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This study aims to explore the effect of teaching that is limited by students who are not ready for instruction, including: students lacking pre-requisite knowledge or skills, students suffering from lack of basic nutrition, students suffering from lack of sleep, student absent from class, disruptive students, uninterested students, students with mental, emotional, or psychological impairments, and students with difficulties understanding the language of instruction, on the percentage of different academic achievement levels of students, which include low, middle, and high achievers. This study's samples consist of 4th Grade students drawn from the dataset of all countries that participated in TIMSS 2019. This includes 58 countries, and comprises a total of 308,620 students and 10,993 teachers. In this descriptive study, percentage, standard error of percentage and figures were used in order to analyse the data. The results show that there is a direct relationship between the percentage of lower achieving students and the degree to which teaching is limited by students not ready for instruction, with a successively greater percentage for each degree of increased impact on teaching. The results also reveal an inverse relationship between the percentage of high achieving students and the degree to which teaching was limited by students not ready for instruction, with a successively lower percentage for each degree of increased impact on teaching. However, the percentage of middle achieving students was not noticeably affected by teaching that was limited by students. The implications of this study are discussed.

This study aimed to investigate how the teaching practices of mathematics teachers and learning behaviors of primary school students were affected when necessary topic-specific prior mathematical knowledge was enhanced at the beginning of lessons. Ten teachers were trained and then implemented the strategy for four weeks. Following this, semi-structured interviews were conducted with the teachers to understand how this strategy affected their teaching practices and their students' learning behaviors. The findings reveal that the students were more motivated and appeared to be more independent in their learning. Moreover, the teachers tended to be more comfortable with the strategy and believed that it encouraged them to adopt active learning approaches. They also had more time to help the lower achieving students.

The aim of this descriptive study is to explore the extent to which Hail city middle school mathematics teachers practice effective teaching. This study was implemented over the period of 1st to 31st January 2019, when 48 lessons were observed, two lessons for each of the 12 teachers, by two observers: the author and a trained teacher. The results conclude that effective teaching related to 'assessment and evaluation', 'clarity of instruction', 'classroom management', and 'instructional skills' was practiced at moderate levels. The results also reveal that effective teaching relating to 'classroom climate' and 'differentiation and inclusion' was practiced at weak levels. In addition, effective teaching related to 'promoting active learning' and 'developing metacognitive skills' were practiced at an extremely weak level. The implications of this study are discussed.

The present study aims to assess the effectiveness of worked examples- collaborative reflection- problem solving instruction on students' mathematics achievement, in comparison to worked examples- problem solving instruction. This study conducted a quasi-experimental investigation on (84) second grade intermediate school students, who were divided into two groups, comprising (43) students in the experimental group, and (41) students in the control group. The results show that the average scores in both the knowing and applying domains of the students who were taught using worked examples- collaborative reflection- problem solving instruction (the experimental group) were higher than the average scores of the students who were taught using worked examples- problem solving instruction (the control group) in both the 'knowing' and 'applying' domains.