Mathematics supervisors and teachers' perceptions of the philosophy of simplicity and beauty in mathematical knowledge: (A qualitative study)

Abstract

The research aimed to reveal the perceptions of mathematics supervisors and teachers of simplicity and beauty in mathematical knowledge, and their reflection in their performance practices. To achieve this, the research used a basic qualitative approach. A standard intentional sample was selected, including three supervisors and five teachers in the Al-Kharj Education Department. Semi-structured interviews were conducted and were analyzed using thematic analysis which resulted in classifying the perceptions of mathematics supervisors and teachers of simplicity and beauty into three themes: First, simplicity and beauty in mathematical knowledge; Second, the dimensions of simplicity and beauty in mathematical models; and Third, the reflection of simplicity and beauty in mathematical knowledge. The results revealed variations in the depth of the participants' perceptions of the concepts of simplicity and beauty, as the teachers focused on procedural aspects, while supervisory practices demonstrated a deeper understanding among the supervisors. The research recommends providing training programs and designing educational activities that highlight the concepts of simplicity and beauty in the context of mathematical knowledge.