أثر استخدام استراتيجية تدريس مبنية على نظرية الذكاءات المتعددة في اكتساب طلبة معلم الصف للمفاهيم الرياضية و في تنمية معتقداتهم نحو تعلم الرياضيات

Abstract EN

This study aimed at investigating the effect of using a teaching strategy based on Multiple Intelligences Theory (MIT) in helping classroom education students acquire mathematical concepts.

The study also explored how MIT strategy can develop classroom education students’ beliefs about learning mathematics.

The sample of the study consisted of 58 students of both genders.

The students were divided into two groups : one experimental and the other controlled.

The experimental group included 28 students, and they were taught using the MIT strategy.

On the other hand, the controlled group, 30 students in all, was taught using the traditional approach.

For the purposes of this study, the researcher designed a test on mathematical concepts made up of 20 multiple choice items.

The researcher also developed a scale made up of 20 items and based on international measurements to assess the development of students’ beliefs about mathematics.

The results of the study revealed that there was a statistically significant difference at (α = 0.05) in students’ attainment of mathematical concepts and in the development of students’ beliefs about learning mathematics.

This difference was attributed to the teaching method and was in favor of the teaching strategy that was based on MIT.

Based on these results, the researcher recommends training school teachers and university faculty members in applying the MIT teaching strategy in order to develop mathematical education both at the school and university levels.