التفكير التباعدي و علاقته بالذكاء المتعدد لدى طلبة قسم الرياضيات في كليات التربية الأساسية

Abstract EN

The current research aims to identify the level of divergent thinking among students of the department of math and its relationship to multiple intelligence and the differences in the relationship between.

research sample consisted of (300) male female students from department of math in basic education Al-Mustansiriya university for year (2020-2021) the morning study.

to achieve objectives of research, descriptive correlative approach and a test of divergent thinking were prepared by researcher in its final form consisted of (12) items characterized by honesty & stability, distributed (6) areas kardner scale of multiple cleverness which consisted in its final form of (100) items distributed (9) smartness characterized by veracity and fixity.

researcher used the statistical package represented by (t-test) & Pearson coefficient to extract relationship between components of divergent thinking.

relationship of the paragraph degree to total degree of test paragraphs and find stability by method of testing re-testing the correlation between them.

the alpha-cronbach equation to extract the stability of cleverness scale & analysis of variance for repeated measures test scheffe dimensionality for multiple comparisons.

results showed that students of department of math in college of basic education most of them intermediate level in divergent thinking that math intelligence is the most common type of cleverness & they have ability to deal with abstract understandable to elicit relationships between things perform operations ease dealing with shapes & provide proofs for doing thing.

a statistically significant relationship between divergent each of cleverness in light of this.

reach conclusions also suggested conducting a longitudinal study to track developments of divergent abilities at different ages.