1. Dr. Othman Ali Alghtani Tabuk University, K.S.A

3. Mathematics education in Kingdom of Saudi Arabia depends on the integration between the mathematics content and the ICT tools. It requires a lot of teaching skills, for example :  Design mathematics learning environment that encourage the students to work and communicate mathematically.  Make good learning communities.  Represent the mathematics concepts.  Using the mathematics software in teaching.  Using the ICT tools in reflective teaching.  Using the ICT tools in professional development.

4.  Most of Mathematics teachers used ICT tools in mathematics education program, but they did not have clear perspective in using them at the mathematics classroom ( why, what, how)

5.  What skills math teachers needed to employ information and communication technology in teaching? And  What is the reality of mathematics teachers to employ information and communication technology in te aching?

6.  Helping mathematics supervisors to develop teaching performance of mathematics teachers,  Helping teachers to develop their performance in teaching mathematics

7.  The main instrument of study is questionnaire. It was divided into four areas, i.e., (A) the teacher’s perspective, (B) how teachers use ICT to make teaching plan, (C) using ICT in mathematics representations (D) professional development activities. The questionnaire include (54) items that related to using ICT in mathematics teaching.

8.  using the technological tools in representing concepts,  using technological tools in computational process,  using technological tools in solving problem, and  using technological tools in assessment

9.  The sample of this study was selected from the original Community from Tabuk region, K.S.A. It was (n = 33) of the mathematics teachers.

12.  Most of mathematics teachers did not have a clear perspective about how to use the ICT in mathematics classroom, how to use it in represent the mathematics concepts, what the good software can use to developing the mathematics skills, and make students positive attitude toward mathematics education. In general the main finding was low of performance of mathematics teachers in support of the educational environment in a mathematics class the technological tools to encourage the learner to interact positively, and inadequate employment of technological innovations in the planning and implementation of teaching and evaluating the performance of the learner, and employ them in order to self- professional development for teachers of mathematics.

13.  The study found a set of recommendations the most important building training programs procedural to employ innovations of technology in support of learning environment school mathematics and improve their performance teaching through the development of positive attitudes towards their relevance and effectiveness in mathematics. 