أثر استخدام استراتيجية النمذجة لتدريس الرياضيات في تنمية التفكير التوليدي و حل المسائل اللفظية لدى طالب المرحلة المتوسطة بمدينة نجران

الملخص EN

This study aimed to identify the effect of using the modeling strategy in teaching mathematics to develop generative thinking and solve verbal problems among first-year intermediate students in Najran City.

The study sample consisted of (66) students, divided into two groups: an experimental one consisting of (30) students taught using the metacognitive strategy, and a control group consisted of (36) students taught using the traditional method.

The study materials and tools included an achievement test in solving verbal problems, a generative thinking test, a teacher’s guide to teaching the unit based on the metacognitive strategy, and students’ worksheets.

The results revealed a statistically significant difference between the mean scores of students of the control and experimental groups in the post-test of the verbal problem solving and the generative thinking tests favoring the experimental group.