تدريس استراتيجيات التعميمات الرياضية و آثار استخدامها لدى طلاب الصف الثاني عشر بدولة الكويت

Abstract EN

This study aimed at knowing the use of the strategies "text - direct example - indirect example - proof", "text - proof - direct example - indirect example" in the teaching of mathematical generalizations in its acquisition of twelfth grade students.

The researcher chose Ahmed Al-Beshr Al-Roumi secondary school for boys in a deliberate way.

The sample consisted of (117) students from the twelfth grade distributed in (3) study divisions.

The sample was divided randomly to a first experimental group of (37) students and a second experimental group consisting of 40 students and a control group of (40) students.

The researcher prepared an educational material for mathematical generalizations in mathematics book for the 12th grade for the academic year 2016/2017.

Shall be of (28) paragraphs, and the validity of the test was confirmed by presenting it to a committee of arbitrators, and calculating the correlation coefficient of each paragraph with the total score of the test.

The stability of the test was calculated by half-way and Spearman Brown link to the test reached to 8649 per test.

The study found the following results: 1- There were statistically significant differences at (α <0.01) between both the experimental group and control group students in favor of the two experimental groups.

Which received an average of (24.75), compared to (19.05) for the control.

2- It is related to the teaching of mathematical generalizations in trigonometry.

In light of the previous results, the researcher recommended the following: 1- To enrich the mathematics curriculum with direct examples and indirect examples in terms of quantity and gender.

2- Provide a guide for the mathematics teacher that includes a variety of ideas for direct examples and indirect examples in trigonometry to help communicate mathematical generalizations.

3- Follow effective teaching methods and strategies that facilitate students' acquisition of mathematical concepts and generalizations.

4- Conduct similar studies in which such strategies are used to determine their effect on students' acquisition of other mathematical disciplines in mathematics and at different age levels.