أثر بعض أساليب التعلم التعاوني (أسلوب فرق التحصيل "stad" و أسلوب الصور المقطوعة "jigsaw")‎ في تحسين القدرة على حل المشكلات الرياضية لدى تلاميذ السنة الرابعة ابتدائي : دراسة تجريبية بالمدرسة الابتدائية الرحابي لعجال بالمسيلة أنموذجا

Abstract EN

The present study aims to identify the influence of "stad" and "jigsaw" styles on the ability of fourth grade primary school pupils to solve mathemathical problem, where the stud;y problem and its questions, the general question and the sub-questions of the study.

The importance of the study and its goals, the main concepts of the terms of the study and of the previous one, which are related to the variables of the study are respectively identified.

Then a hypothesis of the stud;y is designed, and its areas are identified.

After that, a methodology of the stud;y and its procedures are identified as well as the stud;y society and its samples are analyzed; the stud;y sample consists of (74) pupils, boy and girls who had been selected randomly from the School of the martyr " Martyr "Al-Rehabi Laadjal" primary school in Balaiba-M'sila during the school season (2014-2015), the stud;y is based on the experimental approach which is appropriate to it.

Through the stud;y tool that is to test the solution of mathematical problems, according to its validity and stability, and for the purpose of experimenting the proposed teaching methods, the tribal test was conducted, where the solution of mathematical problems was tested on the students of the experimental groups and the control group on (19.

04.

2014), (jigsaw) and the second section (stad), And then prepare the instructional models by each method, based on the method of images cut to: (Slavin)can prepare the teaching models according to the following steps: (task selection and preparation of educational material, identify the group of experts to work together, identify the internal community to work together, Each member of the group individually, the team reward).

And then prepare the teaching forms through the method of collection teams, which depends on the following steps: (identification of the target, identification of educational materials, procedure and evaluation).

On the following day (03.05.2015), the post-test was applied to each of the experimental groups; the first was studied in "stad" and the second was studied in "jigsaw" and control group.

After the statistical data collection was processed statistically by the Statistical Package for Social Sciences (SPSS 18), statistical tools were used, including: the arithmetic mean, the T-test.

We reached the results that we discussed and then put forward a number of suggestions: •Some cooperative learning methods ("stad" and "jigsaw") have improved the ability to solve mathematical problems among fourth year primary students.

•There were statistically significant differences between the mean scores of the two "stad" experimental groups and the control group in the post-test to solve sports problems for the experimental group in the fourth ;year primary students.

•There were statistically significant differences between the mean scores of the experimental groups studied in the "jigsaw" method and the control group in the post-test for solving sports problems for the experimental group in the fourth ;year primary students.

• There were statistically significant differences between the mean scores of the two experimental control groups in the post-test of the ability to solve mathematical problems for the experimental group in the fourth year primary students.

The study is based on a set of references, most notably the book "Studies in cooperative learning methods" by the author: "Deeb Mohammed Mustafa".