أثر إنموذج تسريع التفكير في تحصيل طالبات الصف الأول المتوسط و تفكيرهن الرياضي

Abstract EN

The current study aims at recognizing the effect of the accelerating thinking sample of the first-grade intermediate female students and their mathematical thinking.

To verify the objective of this research the researcher put the following hypothesis: no statistical significant difference (0.5) between the average of the female students of experimental group who studied according to the accelerating thinking sample and the average marks of the female students of the control group who had studied in accordance with the usual way in in the achievement test.

The research sample consisted of 51 first grade intermediate female students; by 25 female students for the experimental test where they practiced mathematics according to thinking sample.

And 26 ones for the control group where the same group studied due to the normal way.

The researcher adopted one of the partial adjustment for the two equal groups of post-tests as an achievement test using an experimental test.

Both of the groups were rewarded (intelligence test, previous knowledge, past achievement, educational attainment of parents, the chronological age calculated by months).

She designed behavior aims for the two study courses and for the three levels (memory, recognition, application) where their number was 113 aims.

Besides, the researcher prepared 44 teaching plans and every group consisted of research objects.

Moreover, she prepared an achievement post-test containing 30 items.

Honesty and cyclometer properties were verified.

Finally, the researcher used Coder Richardson formula 20 to calculate the stability coefficient 84% and mathematical thinking using the second test (T-test) for data processing.

She has calculated that adoption of the model of acceleration of thinking that has a positive impact on achievement and mathematical thinking in mathematics making valuable recommendations and several proposals.