أثر استخدام طريقة الفصل المقلوب في تنمية التفكير الرياضي و دافعية التعلم للرياضيات

الملخص EN

This study was aimed at investigating the effects of using the flipped classroom method in the development of mathematical thinking and learning motivation for mathematics.

It was conducted among the students of the second grade of middle school in Abha, Saudi Arabia.

The study undertook an experimental design to achieve its objectives and utilized a sample of 68 students (35 students for the experimental group and 33 students for the control group) selected according to the intentional approach.

Correspondingly, the researcher constructed two frameworks of tools: “The Mathematical Thinking Test” and the “Motivational Measure for Mathematics Learning.” The results obtained reflected statistically significant differences at 5% (α = 0.05) in the development of mathematical thinking in the experimental group.

The results also concluded statistically significant differences at the 0.05 level of significance in the post-test results regarding the motivation measure toward learning mathematics.