أثر استخدام تجمع من إستراتيجيات التقويم الحقيقي في تنمية التفكير الهندسي لدى طالبات الصف العاشر الأساسي في الأردن و اتجاههن نحو الرياضيات

Abstract EN

This study aimed at finding out the impact of using accumulating strategies of authentic assessment in developing geometric thinking for 10th grade students in Jordan and their attitudes towards Mathematics.A discovery school was chosen from Liwa' Al-Jama' schools.A controlled group of (98) female students were chosen to apply accumulated strategies of assessment:( pencil and paper, observation) and three other experimental groups.The first group used accumulated strategies( performance,pencil and paper, observation) the second group used ( performance, pencil and paper, observation) ,(50) students used ( communication, pencil and paper, observation) .And the third group (52) students used (self–reflection, pencil and paper, observation).

For the purpose of applying this study many tools were used: 1.

A test for the previous requirements.

2.

A test in developing geometric thinking in 2 units: coordinating geometry-and circle geometry.

3.

A scale to measure students' attitudes towards mathematics on both groups: controlled and experimental to elicit indicators for reliability and validity before starting teaching.

The three groups studied two units: coordinating geometry and the geometry of circle according to the previous distribution.

Then post tests were applied on the experimental and controlled groups.

Multi-covariance analysis was used to answer questions of the study Multi-covariance analysis.

Results show statistically significant effect in developing geometric thinking among groups due to the benefit of self- reflection students.

Results show statistically significant effect for the interaction between the strategy and achievement level in developing geometric thinking.

The results of self- reflection group of high achievement were the best among all groups.

Whereas performance group of low achievement were the best among other groups.

A statistically significant effect in attitudes of tenth grade students for the benefit of self-reflection group.

A statistically significant effect in attitudes of tenth grade students of (controlled group- communication group- performance group - self-reflection group) for the benefit of self- reflection.

Compared with other groups.

Then for the benefit of communication compared with performance for the benefit of performance and a statistically significant effect among groups due to accumulating assessment strategies for the benefit of self-reflection of experimental group.

This study recommended adopting the application of self reflection strategy in teaching mathematics.