دراسة تحليلية بعدية لحجم تأثير الاستراتيجيات التدريسية المستندة إلى النظرية البنائية في تنمية التحصيل و التفكير الرياضي و الاتجاه نحو الرياضيات

الملخص EN

The aim of the current research is to identify the effect size of instructional strategies based on constructivism theory in the development of mathematical achievement, mathematical thinking and attitude towards mathematics.

It also aimed to explore the effect of some moderated variables on the effect size.

For this purpose, (98) research and study published between the years of 2010-2019, and after exclusion, it reached (88).

The methodology of the current research was meta- analysis.

The results indicated that the average effect size of the instructional strategies based on constructive theory in developing mathematical achievement was very high, with a value of 1,27 and the average effect size in the development of mathematical thinking was huge, as it reached 2.4.

The results indicated also that the average effect size in improving attitude towards mathematics was very small, where its value reached 0.09.

The results indicated significant effects for school stage and a field of mathematics in the effect size of instructional strategies based on constructivism theory in the only attitude towards mathematics.

There were no significant effects on the size of the impact of instructional strategies based on constructive theory in achievement and mathematical thinking depending on the variables of the school stage, gender, and mathematics field.