أثر استخدام استراتيجية لتدريس التبادلي في تنمية مهارات التبادل الرياضي لدى طلبة الصف الرابع الأساسي في غزة

Joint Authors

عفانة، عزو إسماعيل سالم
حمش، نسرين محمد

Source

التواصل و الحوار التربوي : نحو مجتمع فلسطيني أفضل و ذلك في الفترة 30-31 أكتوبر 2011 م.

Publisher

الجامعة الإسلامية كلية التربية

Publication Date

2011-10-31

Country of Publication

Palestine (West Bank)

No. of Pages

47

Main Subjects

Educational Sciences

English Abstract

This study aimed to identify the impact of the use of reciprocal teaching in developing of mathematical communication skills to students in fourth grade in Gaza, and to achieve the goal of the study, the researchers set up a test to measure mathematical communication skills, which included the twentieth paragraph on the four dimensions of the mathematical communication : the organization of mathematical thinking and the representation of situations and mathematical relationships in different ways, the transfer of mathematical expressions in a coherent and clear to others, analyze and evaluate the solutions and discussions, mathematics, offered by others, the use of mathematical language to describe and express mathematical ideas clearly, with the application of this test is a before and after the two control and experimental groups.

The study sample consisted of (86) students , (43) male and (43) female.

Where the study sample was a random sample , The researchers have the experimental method in this study .

To answer the questions of the study, researchers use to process data and get the results a number of statistical methods s.t : Mann whiney test and effect size and " t" test for two independent samples.

The study concluded the following results : 1-There are statistically significant differences at the level (α = 0.01) between the average scores of the experimental group (Male) students and the average degree of their peers in the control group in communication test refer to strategy was used .

2-There are statistically significant differences at the level (α = 0.01) between the average scores of the experimental group (Female) student and the average degree of peers in the control group in communication test refer to strategy was used .

3-There are statistically significant differences at the level (α = 0.05) between the average scores of high achievement in the experimental group and the average degree of their peers in the control group in communication test refer to strategy was used .

4-There are statistically significant differences at the level (α = 0.01) between the average scores of low achievement in the experimental group and the average degree of their peers in the control group in communication test refer to strategy was used .

5-There are statistically significant differences at the level (α = 0.01) between the average scores of the experimental group (Male and Female) students and the average degree of their peers in the control group in communication test refer to strategy was used.

Data Type

Conference Papers

Record ID

BIM-777154

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