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استخدام ثلاث ستراتيجيات تدريسية واثرها في التحصيل والتفكير الرياضي لدى طالبات المرحلة المتوسطة == The Use Of Three Teaching Strategies And Their Impact On Achievement And Mathematical Thinking On The Students Of Intermediate Stage
Author name:
سحر جبار داود الياسري
Supervisor name:
رافد بحر احمد المعيوف
General topic:
Educational Sciences
Specific topic:
Methods of Teaching Mathematics
Degree:
Doctorate
University:
University of Baghdad - Ibn Al-Haytham College Of Education For Pure Sciences - Department Of Educational And Psychological Sciences
Language:
Arabic
University location:
Baghdad
First pages:
05T2969 - p.pdf
Abstract:
The research aims to use three strategies of teaching and find out its effect on both the achievement and mathematical thinking for students of middle stage in mathematical, and to the research objectives adopted researcher experimental method, and used real experimental design for three with a post - test to think about sports and academic achievement in mathematics experimental groups.Applied experience on the second grade students average (AL - Maali secondary for Girls) / for the academic year 2015 to 2016 m, and the sample consisted Find (123 students) were randomly divided into three first experimental groups consisted of (42) students, and the second group of the (40) students and the third experimental group (41) Student, and rewarded the three groups in the variables (chronological age of the students measured in months, and the IQ test Dunlaz (Daniles, 1975), and former achievement in mathematics, and testing prior mathematical knowledge.، Was the experiment setup requirements and of identifying scientific material, and formulation of behavioral objectives, and prepare lesson plans, as well as the construction of the two tools Find aim to establish the preparation of test (achievement in mathematics and mathematical thinking) and consisted achievement test of (40) items of multiple choice, and consisted of testing mathematical thinking of (25) items of multiple choice, and to check the veracity of the two tests were presented to a group of arbitrators and specialists in educational and psychological sciences and methods of teaching mathematics, as well as the Thbathma and verification of difficult transactions and discrimination and the effectiveness of the wrong alternatives account.The researcher taught the three research groups, as I studied the first experimental group in accordance with the strategy (Draw your thoughts or mental map) and studied the second experimental group in accordance with the strategy (listen - read - discussed the L - RD), and studied the third experimental group in accordance with the strategy (vertices numbered together NHT ) after teaching three groups is completed every dish of achievement test and test mathematical thinking on each of the three groups, it has been using a number of appropriate statistical methods both in research procedures or in the analysis of the results, including (variance ANOVA) and the equation of Alpha Cronbach's coefficient analysis The equation (Kiodor - Richardson - 20) and test Hevah to show moral differences between the results of three research groups.It was reached following results : 1) There is statistically difference significant at the level (0.05) between the average group scores the first experimental group and the second group in achievement test in favor first experimental group.2) There is statistically difference significant at the significance level (0.05) between the averages of the first experimental group and the third experimental group in achievement test in favor third experimental group.3) There is statistically difference significant at the significance level (0.05) between the average grades of the second experimental group and the third experimental group in achievement test in favor of the third experimental group.4) There is statistically difference significant significance level (0.05) between the average of the first group experimental group and the second experimental group to test mathematical thinking in favor of the first experimental group.5)There is no statistically difference significant at the significance level (0.05) between the averages of the first experimental group grades third experimental group to test mathematical thinking.6) There is no statistically difference significant at the significance level (0.05) between the average second experimental group and the third experimental group to test mathematical thinking in favor of the third experimental group.In light of the results came out the researcher a number of conclusions and recommendations and proposals was the most important : Conclusions : 1) that there is the impact of each of the (strategy draw your thoughts or mental map) and (heads numbered together) to increase the collection of students of the two first experimental and third in mathematics compared to the collection of students second experimental group that studied in accordance with the strategy and the second (Listen - Read - Discuss).2)The teaching according (strategy draw your thoughts or mental map) and (heads numbered together) had an impact in raising the level of mathematical thinking among students of the first two experimental groups compared to the second and third experimental group.3) consistent teaching strategies according to the three research procedures with the focus of the constructivist theory of modern education in making the learner at the center of the educational process and attention to his activity and his abilities and his capabilities.Recommendations : 1) adopt the teaching of math second grade average, according strategy(draw your thoughts or mental map) and (numbered heads together) for their impact on achievement and mathematical thinking in mathematics.2) holding training courses for workers in educational research centers and curriculum planners in the field of mathematics to be trained on how to use active learning strategies to teach math for all grade levels.3)work to convince teachers to effectively use active learning strategies and through the establishment of training courses for how to design teaching plans on these strategies and how to implement it into the classroom.Suggestions : 1) To conduct similar studies aimed to find out the effectiveness of the use of these three strategies on achievement and mathematical thinking on other stages of learning.2) the impact of these strategies in other aspects of learning such as the development of multiple intelligences, geometric thinking in mathematics development, the trend towards mathematics, critical thinking development.3) conducting studies aimed at identifying the difficulties and obstacles facing the teachers or teachers for mathematics) when applying active learning strategies and work to propose appropriate solutions in order to overcome them, as well as work on the study of these strategies on other variables.
Summary:
05T2969 - A.pdf
References:
05T2969 - R.pdf
