فاعلية الخرائط الذهنية في تدريس الرياضيات باللغة الإنجليزية لتنمية التفكير الابتكاري لدى طلاب المرحلة الإعدادية

Abstract EN

The quasi-experimental approach for control and experimental groups was used and the study group consisted of (70) students from among the second Preparatory grade students divided them into (35) students for experimental group and (35) students for control group, and the research tools included the experimentation tools which contained the student guide book of the chosen curriculum of mathematics in English according to mind map in the two units" Areas and Similarity, Converse of Pythagoras' theorem , Euclidean theorem" and the teacher's guide for teaching the two units "Areas and Similarity, Converse of Pythagoras' theorem , Euclidean theorem" in the light of Mind Map, and measurement tools which include the creative thinking tests in mathematics in English (prepared by the researcher) and the research found the most important findings as follows: There are statistically significant differences at significance level (0.01) between the mean scores of experimental and control groups students in the post application of, creative thinking tests in favor of the experimental group.

In light of these findings, the study recommends the need to pay attention to use the Mind Map as a way to teach Mathematics in English at all levels of education.