أثر استراتيجية تدريسية مبنية على نظرية دوبنسكي (APOS)‎ على تنمية التفكير الرياضي الجبري المتعلق بالاقترانات

Abstract EN

The study aimed at measuring the effectiveness of strategic teaching based on Dubinsky theory (Apos) to improve mathematical algebraic thinking of functions for 10th graders.

The sample of the study was applied on (122) students (61 in experimental group, and 61 in controlling group).

The study tools consisted of two types of tests; Mathematical algebraic-thinking test and summative test.

The mathematical algebraic-thinking test was applied on both of the groups before and after the experiment.

The summative test, which was concerned with the functions, that was also taken by both groups before the experiment for the purpose of classifying the students into three groups according their achievement (high, medium, low).

The result showed a statistically significant difference between the experimental and the controlling groups at the scaleα) = 0.05) in the mathematical algebraic-thinking test and in research groups (high, medium, low) achievement in favor of the experimental group.

The study recommended that Dubinsky theory (Apos) alongside with its stages and applications must be recognized by math teachers.

This is due to the vital role of the theory in setting up meaningful mental structures for the students.

In addition, the study recommended teachers should also be urged to develop mathematical algebraic thinking for students during teaching and learning math.