أثر تنويع التدريس على القرار التدريسي و المعتقدات نحو تعليم الرياضيات و تعلمها في ضوء نظريات التعلم المعرفية لدى طالبات الرياضيات بجامعة الأقصى بغزة

Abstract EN

This research aimed to investigate the effect of differentiated instruction on instructional decision and beliefs about teaching and learning of mathematics in light of cognitive learning theories among mathematics student-teachers at Al-Aqsa University in Gaza.

The researcher used experimental method.

The sample consisted of (76) female students: experimental group (42), and controlled group (34).

The researcher implemented both pre-and post-instructional decision and beliefs measures on both groups.

The results showed that there was no significant effect of the differentiated instruction on instructional decision, and beliefs on teaching and learning mathematics among the subjects