التفكير التباعدي و علاقته بالحس العددي و التحصيل في الرياضيات لدى تلامذة الصف الخامس الابتدائي

Abstract EN

God has distinguished human from other beings with reason and the ability to think fruitfully.

The world has become more and more complex because of the the threats posed by technology.

Today, the world needs a creative thinker who can make correct decisions, based on scientific accuracy to make the right decisions to ensure the service of society and humanity.

It was therefore necessary to measure the divergent thinking and numeracy of students of fifth class, because the research intends to identify the following: Divergent Thinking and Its relation With Numeral Sense and Composition in Mathematics For The Students of Fifth Primary Class.

In order to verify the validity of the research aim, the researcher formulates the following hypotheses: 1- First hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of numeral sense.2- Second hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of numeral sense.3- Third hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical andarithmetic mean with the marks of the students(females) of fifth primary class in the selection of numeral sense.4- Fourth hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students(males) of fifth primary class in the selection of numeral sense and arithmetic mean with the marks of the students( females) in the same selection.5- Fifth hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of divergent thinking.6- Sixth hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of divergent God has distinguished human from other beings with reason and the ability to think fruitfully.

The world has become more and more complex because of the the threats posed by technology.

Today, the world needs a creative thinker who can make correct decisions, based on scientific accuracy to make the right decisions to ensure the service of society and humanity.

It was therefore necessary to measure the divergent thinking and numeracy of students of fifth class, because the research intends to identify the following: Divergent Thinking and Its relation With Numeral Sense and Composition in Mathematics For The Students of Fifth Primary Class.

In order to verify the validity of the research aim, the researcher formulates the following hypotheses: 1- First hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of numeral sense.2- Second hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of numeral sense.3- Third hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical andarithmetic mean with the marks of the students(females) of fifth primary class in the selection of numeral sense.4- Fourth hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students(males) of fifth primary class in the selection of numeral sense and arithmetic mean with the marks of the students( females) in the same selection.5- Fifth hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of divergent thinking.6- Sixth hypothesis: There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of divergent thinking.