التحصيل في مقرر الرياضيات و علاقته بمهارات التفكير الرياضي على لتلاميذ الصف الخامس الابتدائي في مدارس محافظة جدة : دراسة ميدانية

Abstract EN

Achievement in mathematics and its relationship to thinking skills: a field study on fifth-grade primary students in Jeddah governorate schools
The study aimed to identify the level of achievement in the mathematics course and its relationship to thinking skills.

A field study on fifth-grade primary students in Jeddah governorate schools.

The researcher used the descriptive analytical approach, due to its relevance to the nature of achieving the research objectives.

The study population consisted of the fifth basic class students in the city of Jeddah during the first semester of the academic year 1440/1441 AH.

As the number reached (44777) distributed between female males.

The sample of the study consisted of fifth-grade primary students in Jeddah, where a sample of (150) male and female students was drawn.

Mathematical thinking measurement was used and it consists of six types of mathematical thinking skills which are (reasoning skill, induction skill, discovery skill, creative thinking skill, classification skill and logical thinking skill).

And (24) paragraphs.

And an achievement test consisting of (15) items of multiple choice.

The results showed that the overall level of performance of mathematical thinking skills for students was with an arithmetic average of (2.48) and a standard deviation (0.445) and an average level of performance.

That there are statistically significant differences at the level of statistical significance (α≤0.05) between the averages of study sample responses about the level of achievement and the level of performance on the scale of mathematical thinking skills due to the gender variable on the overall scale, where the value of (T) (1, 343), which is A statistically significant value is a statistically significant function at the level (0, 009 *) and for the benefit of males, where the arithmetic mean (2.53) while the female arithmetic average (2, 21).

The results also showed the presence of positive correlation coefficients with statistically significant at the level of significance (= 0.05 = a) between mathematical thinking skills and achievement, where the correlation coefficient between mathematical thinking skills and achievement was.

The study reached many recommendations, the most important of which is interest in student activities that work to increase the employment of mathematical thinking skills and that gives information to students in terms of their distance f`rom the traditional ways of arriving at ideal solutions.