الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Primary phase is the beginning of learning bases of knowledge and its primary concepts in the students, so pay more importance if necessary to establish a correct education and developing useful skills in the study of primary subjects (Fayza Hamada, 2005:405).
Learning of the student in the primary education is not measured by the amount of information he gained, but it is measured by his benefit from what he has learned in solving problems and making correct decisions in his daily life, in particular children in this age phase are characterized with fertility of thinking, that impose use to make available the suitable environment to develop thinking of those children since their early age, and interest in their mentally education through their training on the sound thinking mechanisms and using sound thinking strategies (Asem Ibrahim, 2010:313).
Learning thinking and developing its different skills are considered in the present time a main aim of aims of educational institutions in the developed countries, and a right for every person in the society, so many educational responsibles agree on the necessity of learning thinking and develop its skills in the educated persons (Fahd El Shayed-Mohamed El Akyl, 2009:21).
Out of the teaching thinking is strategy of Six Thinking Hats that is attributed to the scientist Edward de Bono, who is considered a pioneer of teaching thinking and innovating thinking in particular, as de Bono suggests that thinking could be divided into six hats, viz six different roles with six colors, and the person in the situation could wear the hat or hats that he sees the most appropriate to perform the appropriate role or roles, of course in selecting any of these six thinking hats there is a goal that person tries to achieve (Fahd El Shayed-Mohamed El Akyl, 2009:24).
six thinking hats is a successful teaching method, that could be used in developing different types of thinking, could be used with old persons and young person alike, is the most common strategy that could be used in developing and promoting thinking skills, either individually and together.
Research problem:
The interest in developing cognitive performance and developing positive attitudes towards mathematics within students in different educational stages on the properties of general aims of teaching mathematics, the importance of performance could be assigned to the matter of fact that student could employ what he gained of knowledge and information in his daily life to solve problems that he encounter, it is a criterion for student development in his study and his transferring from educational phase to another one.
In spite of that, several studies such as Sabry Radwan (2004), Fayza Hamada (2005), Wael Mohamed (2005) underlined reduction of cognitive performance level of mathematics in different educational stages, that could be attributed to the passive attitudes of students towards mathematics, there is a clear relationship between teachers’ attitudes towards mathematics and there educational performance level, and common used teaching methods that depend on retention and making mathematical processes without understanding or participation of students. In addition, the researcher observed that there is a reduced performance level with students in six primary grade in mathematics in the school where the researcher is working through results of final test of mathematics, whereas failure rate in the first class was 45%.
On the other hand, mathematics as a subject does not aim only to develop performance level and forming positive attitudes towards mathematics, but aims at making the student to think in sound scientific way through developing thinking types in general and cognitive thinking in particular.
In spite of importance of developing creative thinking in teachers in different educational stages, the researcher notices through his work in the ministry of education that there as several problems hinder developing cognitive thinking such as accumulation of classrooms, and association with finishing the textbook and ignorance of some teachers with cognitive thinking and methods of its development, so the researcher structured an interview with 10 mathematics teachers in the primary stage and asked them about what availability of aspects and obstacles that hinder developing cognitive thinking in the student of primary stage, the researcher noticed that used teaching method depended on retention and dictation, and lack of educational environment that encourage thinking and innovation and lack of education methods and technologies that enhance innovation thinking , all these factors led to reducing level of student in cognitive thinking skills.
Furthermore, in addition to the abovementioned obstacles encounter teaching mathematics in the primary stage, there are several factors such as students’ dislike of mathematics, it was found that most of students form passive attitudes towards mathematics, and one of the main aims of teaching mathematics is attracting students towards mathematics, and enhancing them to study mathematics, illustrating its importance and its role in forming habits of accuracy, sound thinking and innovation (Mohebat Abo Amyera, 2000:136).
In the light of abovementioned facts, the research problem is formulated as following: weakness of cognitive performance and creative thinking skills with the students of six primary grade in mathematics, and some students formed a passive attitudes towards mathematics.
Research questions:
1. What is the efficacy of using six thinking hats in teaching mathematics on the cognitive performance with students in the six primary grade?
2. What is the efficacy of using six thinking hats in teaching mathematics on developing innovating thinking with students in the six primary grade?
3. What is the efficacy of using six thinking hats in teaching mathematics on the attitudes towards mathematics with students in the six primary grade?
Research hypotheses:
To answer these questions, validity of these hypotheses were tested:
1. There is no statistically significant difference between the mean grades of students in the experimental group, that studied the unite of (geometry and measurement) using six thinking hats and students in the control group that studied the same unit with the traditional way in the application posttest of cognitive performance.
2. There is no statistically significant difference between the mean grades of students in the experimental group, that studied the unite of (geometry and measurement) using six thinking hats and students in the control group that studied the same unit with the traditional way in the application posttest of cognitive thinking.
3. . There is no statistically significant difference between the mean grades of students in the experimental group, that studied the unite of (geometry and measurement) using six thinking hats and students in the control group that studied the same unit with the traditional way in the application of the post scale of attitudes towards mathematics.
Research goals:
The current research aims at studying the efficacy of using six thinking hats in teaching mathematics on:
1. Cognitive performance in mathematics with students in the six primary grade.
2. Skills of creative thinking with students in the six primary grade.
3. Attitude towards mathematics with students in the six primary grade.
Research importance:
Importance of the current study could be embodied in the following:
1. This research provides mathematics teachers, planners and developers of mathematics curricula a model on how to use six thinking hats in teaching mathematics.
2. Paying attention of responsibles of the education process to necessity of developing skills of cognitive thinking within the students through mathematics curricula.
3. The concerned bodies could benefit from putting forward programs and mathematics curricula, and develop these programs and curricula to make these curricula more enjoying and interesting.
4. This research provides evaluation tools could be embodied in: test of cognitive performance, test of innovating thinking that may be used in evaluation of students learning education of mathematics curricula.
Research limits:
The current research is limited to:
1. group of students in the six grade of primary school, New Benho primary school, Tahta Education Department, Sohag Governorate, Upper Egypt,
2. Unit of geometry and measurement, from mathematics curricula for six primary grade, the first term due to its suitability to six thinking hats strategy.
3. Cognitive performance of the unit geometry and measurement in levels of (remembering, understanding, application).
4. Skills of creative thinking (flexibility, authenticity and fluency).
Research Methodology:
Researcher used experimental method with two groups (control and experimental), whereas the control group studied the unit of geometry and measurement using traditional method, but the experimental group studied the same unit using six thinking hats.
Research variables:
1. Independent variable:
Teaching unit of geometry and measurement using six thinking hats.
2. Dependent variables:
a. Cognitive performance.
b. Creative thinking
c. Attitude towards mathematics.
Research materials:
- Student booklet to study the content of geometry and measurement unit, the field of research, formulated according to using six thinking hats.
- teacher’ guide to teach geometry and measurement unit, the field of research, formulated according to using six thinking hats.
- Program (educational disc) to geometry and measurement unit.
Research tools:
- Test of cognitive performance specific to geometry and measurement unit, and limited to levels of (remembering, understanding, application).
- Test of innovating thinking related to the geometry and measurement unit, and limited to skills (fluency, flexibility, authenticity).
- Scale of attitudes towards mathematics prepared by Abdulla Al Makoshi.
Research Procedures:
To achieve research goals and to answer its questions, to test validity of its hypotheses the following procedures were followed:
1. Consulting literature related to the subject of the current research, to benefit from them in Preparing the theoretical framework of this research about the importance of six thinking hats, and its procedures in teaching mathematics and its relation with developing the cognitive performance and skills of creative thinking, and building its materials and tools.
2. Selecting the third unit ” geometry and measurement ” from the mathematics curricula of six primary grade and analysis of its content to determine the implied learning sides, and to determine goals of the unit, and to benefit from it in preparing research materials and tools.
3. Reformulate the unit of research field to be suitable for six thinking hats, and preparing teacher’s guideline and student booklet.
4. Presenting the teacher’s guideline and student booklet in their primary version to the reviewers, and making required corrections to reach the final form.
5. Preparing research tools, that are: test of cognitive performance, and test of innovating thinking.
6. Presenting research tools in its primary version to the reviewers and making the required corrections to reach its final version.
7. Performing the pioneering study to both research materials and tools on a pioneering sample.
8. Adjust of research control and treating them statistically to determine the validity and stability factors, and to estimate the required time to apply each test.
9. Selecting the research sample randomly from six primary grade students, and dividing them into two groups: experimental and control groups in New Benho primary school, Tahta Education Department, Sohag Governorate, Upper Egypt.
10. Pre application of research tools to confirm equivalence of both control and experimental groups and to ensure homogeneity of both groups and to adjust other non-experimental variables.
11. Performing the final research experiment according to the following steps:
A. Teaching the third unit of geometry and measurement, the field of research using six thinking hats, to the experimental group in the same time the control group studied the same unit using the traditional method.
B. Post application of research tools on the two groups of research (control and experimental).
12. Performing statistical treatments, reaching results, analysis and interpreting them to respond research questions and testing validity of hypotheses.
13. Providing recommendations and suggested researches related to the problem and results of the current research.
Research results:
Results of the current research pointed to:
1. There is a significant statistically difference between the mean grades of students in the experimental group, that learn unit of geometry and measurement using six thinking hats and students in the control group that learn the same unite using the traditional methods in the post test of cognitive performance at levels (remembering, understanding, application) for the sake of students in the experimental group.
2. There is a significant statistically difference between the mean grades of students in the experimental group, that learn unit of geometry and measurement using six thinking hats and students in the control group that learn the same unite using the traditional methods in the post test of creative thinking at abilities of fluency, flexibility, authenticity for the sake of students in the experimental group.
3. There is a significant statistically difference between the mean grades of students in the experimental group, that learn unit of geometry and measurement using six thinking hats and students in the control group that learn the same unite using the traditional
4. methods in the post test of scale application of the attitude towards mathematics for the sake of students in the experimental group.
The current research concluded that using six thinking hats in teaching unit of geometry and measurement to students in the experimental group has a great effect on:
1. Cognitive performance at levels (remembering, understanding, application).
2. Creative thinking and abilities of fluency, flexibility, authenticity.
3. Attitude towards mathematics.