أثر استخدام استراتيجيات التفكير المتشعب في تدريس التفاضل و التكامل على مهارات التعلم المنظم ذاتيا و تقدير القيم الرياضية لدى الطلاب المعلمين بكلية التربية

الملخص EN

This study aims at identifying the effect of using neural branching strategies in teaching calculus on self-regulated learning skills and the values assessment in mathematics of the teachers to-be at the college of education.

To achieve this objective, two groups were selected : an experimental group and a control group.

A unit titled ’’The Limits” in the calculus course Book was taught to the 16 students representing the experimental group using neural branching strategies while the same unit was taught to 18 students representing the control group using the usual method.

A program for teaching the selected unit was designed in accordance with the divergent thinking strategies.

A Teacher’s Manual as well as Student Activities were prepared.

A test for assessing the self-regulated skills and a scale for assessing the mathematics values were also administered.

An ANCOVA was utilized in data analysis.

Results showed that the use of neural branching strategies in teaching ’’the Limits Unit” contributed to promote the skills of purpose clarity and planning, keeping records, and recall but did not help in improving the skill level of request for assistance.

The neural branching strategies have helped in the developing the self-regulated skills as a whole.

As for values assessment in mathematics, the neural branching skills helped in improving the cognitive value of Calculus but did not help in improving the value of ’’calculus” for subjects other than mathematics.

These strategies have helped in estimating the values of ’’Calculus Science” as a whole.