التفكير المتشعب و علاقته بتوليد المعلومات الرياضية عند الطلبة المدرسين في قسم الرياضيات

Other Title(s)

Divergent thinking and its relationship to the generation of mathematical information among students teachers in the department of mathematics

Author

الكنعاني، عبد الواحد محمود محمد

Source

مجلة كلية التربية الأساسية

Publisher

al-Mustansiriyah University College of Basic Education

Publication Date

2021-02-28

Country of Publication

Iraq

No. of Pages

14

Main Subjects

Educational Sciences

Topics

• Teaching methods
• Students
• Student teachers
• Skills
• Divergent thinking

English Abstract

The aim of the research is to know the level of divergent thinking and its relationship to the generation of information among student teachers in the Department of Mathematics.

To achieve the research objectives, three null hypotheses were developed: 1.

There is no statistically significant difference at the significance level (0.05) between the arithmetic mean of student teacher scores and the hypothetical mean in the divergent thinking test.2.

There is no statistically significant difference at the significance level (0.05) between the arithmetic mean of student teacher scores and the hypothetical mean in the mathematical information generation test.3.

There is no statistically significant correlation at the significance level (0.05) between the average scores of student teachers in the divergent thinking test and their average scores in the information generation test.

The research sample was chosen from the fourth stage students - Department of Mathematics from the academic year 2020-2021, its number was (57) male and female students randomly.

Multiple), and (4) essay questions, and the second is a test of information generation skills, and it consists of (9) essay questions.

The psychometric properties of the two tests were verified after they were presented to a group of arbitrators in mathematics and its teaching methods.

The two tests were applied to the research sample, and the results showed using The t-test for one sample is a weakness in the level of the research sample's possession of divergent thinking skills, and the results showed that the research sample possesses information generation skills, as well as a positive correlation between divergent thinking skills and information generation skills.

To teach mathematics with divergent thinking skills and information generation skills.

Data Type

Conference Papers

Record ID

BIM-1271803

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