أثر استخدام النمذجة الرياضية في تدريس الرياضيات على التحصيل و التفكير المنطقي لدى طلاب الصف الرابع العلمي

Abstract EN

The current research aims to identify the effect of using mathematical modeling in teaching mathematics on the achievement and logical thinking of fourth-grade students.

In order to achieve the goal of the research, the researcher formulated the following two null hypotheses:  There is no statistically significant difference at the level of significance (0.05) in the achievement between the post-test scores of the experimental and control groups.

 There is no statistically significant difference at the level of significance (0.05) in logical thinking between the post test scores of the experimental and control groups.

The researcher relied on the experimental design with partial control and the post test for both achievement and logical thinking to suit the conditions of the experiment (Jaber and Ahmed, 1989: 260).

The research sample consisted of (60) students from the fourth scientific grade students, and they were randomly distributed, with (30) students for the experimental group that studied according to mathematical modeling, and (30) students for the control group that studied in the usual way, and they were rewarded in the variables (age).

In months, the previous academic achievement in mathematics for the fourth scientific grade, the level of intelligence) and then analyzed the data using the statistical package program in data processing (SPSS 25) The researcher herself taught the two groups according to the teaching plans prepared for this purpose, and an achievement test consisting of (50) items of the type of multiple choice and with four alternatives was prepared.

Richardson-20) and the reliability coefficient reached (0.85), and the coefficient of difficulty, ease, discriminatory power and the effectiveness of alternatives for the achievement test items were found.

The data were statistically processed using the t-test for two independent samples.

A test was prepared and applied by the researcher, and the scale consisted of (34) items, and its validity was verified by presenting it to those with experience and specialization.

Upon completion of the experiment, the post-achievement test was applied to the research sample.

The results of the study concluded that there is a statistically significant difference between the two research groups in achievement and logical thinking, and in favor of the experimental group.

In light of the results of the research, the researcher has drawn up a number of conclusions, recommendations and suggestions.