الفهرس 
الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
There are rapid and continuous changes in all sides of the contemporary life. These changes are considered a great challenge for higher education institutions; as it is necessary to prepare graduates in a way that enables them to face and interact with these changes. One of the most important challenges is preparing a teacher who is able to apply the academic knowledge and use the new technologies in order to face their life problems.
Recent studies asserted on the importance of presenting contemporary mathematics such as, Fractal Geometry, Fuzzy Logic and Graph theory to student teachers. Graph Theory-as a recent theory- reflects the mathematical art and the mathematical thought wonders through its concepts and basic thoughts. It has wide connections to nature and most cognitive, mathematical and human fields. It also helped interpreting and solving real problems.
The present research constructed a program in Graph Theory. This program can be presented to student teachers in Faculties of Education to recognize this recent theory and its nature which is different from mathematics they study.
The problem of the research:
The problem of this study can be determined in constructing a program on Graph Theory and studying its effectiveness in developing higher order mathematical thinking levels, loving mathematics and expanding its study for student teachers of mathematics.
Therefore, the current research attempted to answer the following main question:
“What is the effectiveness of a suggested program on Graph Theory and its models using interactive dynamic software in developing higher mathematical thinking levels, loving mathematics and expanding its for student teachers in Faculty of Education?”
In answering the above main question, the following sub-questions were also answered:
1. How can the basics included in graph Theory be simplified to suit the student teachers in the Faculty of Education?
2. What is the effectiveness of teaching the suggested program in developing higher mathematical thinking levels for student teachers in Faculty of Education?
3. What is the effectiveness of the suggested program in developing loving mathematics for student teachers in Faculty of Education?
4. What is the effectiveness of the suggested program in developing expanding its study for student teachers in Faculty of Education?
The Hypotheses of the rsearch:
1. There is a statically significant difference between the mean score of the pre - post test administering for the research sample on the achievement test of graph theory in favor of the post test.
2. There is a statically significant difference between the mean score of the pre - post test administering for the research sample on problem solving test in favor of the post test.
3. There is a statically significant difference between the mean score of the pre - post test administering for the research sample on exploratory innovation test in favor of the post test.
4. There is a statically significant difference between the mean score of the pre - post test administering for the research sample on rating scale of loving mathematics in favor of the post test.
5. There is a statically significant difference between the mean score of the pre - post test administering for the research sample on rating scale expanding its study in favor of the post test.
Research procedures:
First: the theoretical framework
Presenting the Graph Theory as one of the recent topics in mathematics curricula that handle constancy and contribute in solving a lot of problems. Also tackling some of its new applications in the different fields through studying the international and local previous studies.
Presenting some basics of the Graph Theory after clarification to suit the student teacher.
Illustrating the usages of the interactive programs and its advantages in the educational programs.
Presenting a demonstration of the higher mathematical thinking levels.
Second: the research procedures
First: constructing the suggested program
Determining the objectives of the suggested program.
Determining the content of the program to achieve the objectives.
Determining the teaching strategies used such as exploratory learning, self-learning and co-operative learning.
Determining assessment techniques of the program.
Preparing the program using interactive programs.
Second: preparing research tools
Preparing an achievement test of concepts, facts and basic skills included in the Graph Theory.
Preparing problem solving test that is related to Graph Theory and its recent applications
Preparing the exploratory innovation test.
Preparing the rating scale of loving mathematics.
Preparing the rating scale for students’ expanding in studying mathematics.
Administering the research tools on a pilot sample.
Selecting the sample of the study.
Carrying out piloting studies, using constructive assessment, modifying and sequencing the material according to students.
Pre administering the research tools on the final research group.
Carrying out the program.
Post administering the research tools on the final research group.
Third: collecting data and statistically handling it.
Fourth: interpreting and discussing the results.
Fifth: presenting recommendations and suggestions for further research.