أثر استراتيجيات التفكير المتشعب على تنمية مهارات التفكير التقاربي و التباعدي في مادة الرياضيات لدى تلميذات المرحلة الابتدائية

Abstract EN

This study aimed at revealing the effect of using Neural Branching strategies on developing Convergent and Divergent thinking skills in mathematics for primary schoolgirls.

To achieve the study objectives, the researcher used the Experimental Research Method based on the Quasi-Experimental Design for both the experimental and control groups.

The sample of the study consists of (50) sixth grade students; The experimental group was taught the ordinary and decimal fractions unit in mathematics subject by using a strategy based on neural branching thinking while the other control group was taught by the usual way., skills measuring test (converging thinking in classifying, sequencing, and diverging thinking in utter, Authenticity) prepared by the researcher.

The study results revealed that there are differences with a statistical indication at a significance level (α≤ 0.01) between the experimental group average scores and the control group in post-application of converging and diverging thinking test in mathematics subject for the advantage of the experimental group, the (t) value reaches (0,62 %; 0,70 %) respectively and the effect of difference is high on respectively (0,62%; 0,70%).

This researcher recommends neural branching thinking strategies for curriculum designers through displaying.