The impact of employing dramatized lessons on the development of verbal mathematical problems solving skills and attitudes towards mathematics among third graders

Abstract EN

The study aimed to identify the impact of employing dramatized lessons on the development of verbal mathematical problems solving skills and on attitudes towards mathematics among third graders.

A quasi-experimental method with experimental and control groups was used to achieve the objectives of the study.

The study tools consisted of a test for mathematical problem-solving skills, and a scale for attitudes towards mathematics.

After validating these instruments in terms of their validity and reliability, they were applied to a sample of (80) third grade students, distributed equally on the control and experimental groups.

The results of the study revealed that there were significant statistical differences in favor of the students of the experimental group in the post test of verbal mathematical problems solving skills and the post scale of students' attitudes towards Mathematics.

Based on the findings, the study recommended the need for orienting education towards dramatized curriculums.