الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
IRTRODUOT1011:
The problem of developing thinking is of great interest to educationalists because it is a basic requirement which helps the individual to deal up with different situations of life and enables him to overcome the difficulties he faces in the various educational
and life situations.
Mathematics is naturally considered a vital field to develop thinking concerning its deductive structure starting with assumptions and premises from which the results are derived by using logical rules. Since the mathematical thinking is one of the most important approaches for developing thinking in general, its development, consequently, represents an essential aim of teaching mathematics.
Therefore, a large number of researchers in the curricula and methods of teaching mathematics has been studying the nature of mathematical thinking and the definition of its skills and techniques for developing it. As a result, the present study prepared a list of the mathematical thinking skills suitable for the prep stage pupils and a suggested strategy to develop these skills.
— THE PROBLEM OF THE STUDY:
The problem of the present study has been crystallized and based on the weakness of the pupils at the prep stage in regard to the mathematical thinking. It, in turn, required the preparation of a suggested strategy in teaching mathematics to develop some skills of mathematical thinking of the preparatory stage pupils. To achieve this aim, the present study tried to answer the following
five questions:
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1-What are the mathematical thinking skills suitable for the prep stage pupils?
2-What is the present status of these skills among the prep stage pupils?
3-What is the suggested strategy to develop some of the mathematical thinking skills among those pupils?
4-What is the effectiveness of this strategy in developing some of the mathematical thinking skills among those pupils?
5-What is the effectiveness of this strategy in the pupils’ standard of achievement in mathematics?
— THE tIMITRTIORS OF THE STUDY:
The present study has limited itself to the following:
1)A sample of the pupils in the second year of the preparatory stage at Qalubiya Governnorate.
2)The unit of the ”Relative Numbers” in Algebra and the unit of ”Matching” in geometry included in the Set Book 1 in mathematics which has been supposed to be studied by the second year pupils.
3)The development of the following skills of mathematical thinking: (deduction - induction — symbols expression - relationships recognition and mathematical proof).
- THE PROCEDURES OF THE STUDY:
To answer the questions of the present study, the following procedures were carried out:
1- Preparing a list of the mathematical thinking suitable for the prep stage pupils through:
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- Theoretical study on thinking and its types.
- Theoretical study on the mathematical thinking and its skills.
- Theoretical study on the approaches of developing the mathematical thinking.
2-Judging the list by a jury of experts in teaching mathematics.
3-Writing the test of mathematical thinking in the light of the list of skills and measuring its validity and reliability.
4-Administering the test on a sample of the second year pupils at the preparatory stage.
5-Designing a suggested strategy in teaching mathematics to develop
some mathematical thinking skills among the prep stage pupils through:
- Reviewing the literature dealt with the design of teaching strategies.
6-Presenting the suggested strategy to a jury of experts to judge its validity and to propose necessary modifications.
7-Preparing a plan for teaching the two selected units according to the proposed strategy.
8-Writing an achievement test in the two selected units (by the researcher of the present study).
9-Choosing a sample of the second year pupils at the prep stage and dividing them into two equal groups concerning age, intelligence, and the standard of mathematical thinking. One group was the experimental and the second was the control.
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10-Administering the post-test of the mathematical thinking to the sample of the study.
11-Implementing the suggested strategy to the experimental group
while the control group pupils have been taught in the traditional method.
12-Applying the mathematical thinking test and the achievement test
on the two selected units on the sample after the experimental treatment.
13-Analyzing and interpreting the results.
14-Suggesting the study recommendations. - THE rinninGs Of THE STUDY:
The most important findings of the present study are summarized in the following section:
1-There were statistically significant differences at the level 0.05 between the scores of the experimental group on the mathematical thinking test in the pre-testing and the post-
testing in favour of the latter. Thus, the first hypothesis was accepted.
2-There were statistically significant differences at the level 0.05 between the scores of the experimental group and those of the
control group on the induction test in favour of the former. The second hypothesis was accepted.
3-There were statistically significant differences at the level 0.05 between the scores of the experimental group and those of the
control group on the deduction test in favour of the former. The third hypothesis was accepted.
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4-There were no statistically significant differences between the scores of the experimental group and those of the control group on the symbols expression test. So, the fourth hypothesis was rejected.
5-There were statistically significant differences between the scores of the experimental group and those of the control group on the relationships recognition test in favour of the former. The fifth hypothesis was accepted.
6-There were statistically significant differences at the level 0.05 between the scores of the experimental group and those of the control group on the mathematical proof test in favour of the former. The sixth hypothesis was accepted.
7-There were statistically significant differences at the level 0.05 between the scores of the experimental group and those of the control group on the mathematical thinking test in favour of the former. The seventh hypothesis was accepted.
8-There were statistically significant differences at the level 0.05 between the scores of the experimental group and those of the control group on the achievement test in favour of the former. The eighth hypothesis was accepted.
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