الفهرس 
مشكلة البحث وأسئلتهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Mathematics is considered - the mother of science and university - the standpoint towards progress and competition on a chair civilization, Interest should be hurt in the development of this material in quantity and quality, and the development trend towards mathematics, and try to overcome the math difficulties facing the students, making the material more difficult, substance easy and interesting, and then check the outputs of learning is satisfactory.
In response to this, based on the Geometry - as a branches of mathematics - is a material characterized by a network of relationships between concepts and theories, rules and forms; we had to look for methods of modern teaching tools fit the nature of the geometry and the nature of teaching, and perhaps the most prominent tools and strategies used in teaching geometry and achieve their goals reflection thinking maps tools; these tools forms the eight could Navigation taught mathematics in general and the teaching of geometry in particular from the traditional image of a modern and interesting image, seeking to develop a deep understanding of the students, learning a sense, and gives students a basic mental skills in thinking as well as the components of the habits of mind skills.
The research Problem & questions:
It is determined by the research problem in the weakness of the mind and habits of lower skills levels of visual thinking, the Primary Stage students in the geometry unit.
To face this problem; the present research tried to answer the following question:
What is the effectiveness of thinking maps in geometry teaching for developing some of habits of mind and visual thinking for primary stage students?
from this main question, the following sub questions emerge:
1. What are the mathematical habits of mind skills that are needed by the primary stage students?
2. What are the visual thinking skills in geometry that are needed by the primary stage students?
a- What is the effectiveness of thinking maps in Geometry teaching for developing some of habits of mind for primary stage students?
b- What is the effectiveness of thinking maps in Geometry teaching for developing visual thinking for primary stage students?
Hypotheses of study:
1. there is a statistically significant difference at the level of significance (0.01) between the mean scores of the experimental group and control group student on the test of habits of mind in favor of the experimental group students.
2. there is a statistically significant difference at the level of significance (0.01) between the mean scores of the students in the experimental group two applications for pre and post scale of Habits of Mind, in favor of the post test
3. there is a statistically significant difference at the level of significance (0.01) between the mean scores of the experimental group and control group student on the visual thinking skills test in favor of the experimental group students.
4. there is a statistically significant difference at the level of significance (0.01) between the mean scores of the students in the experimental group two applications for pre and post test of visual thinking, in favor of the post test.
The study design:
The present study will employ the descriptive analytic design in presenting the problem and the experimental design in testing the effectiveness of the thinking maps in teaching geometry.
The study tools:
1.Experimental tools:
- Teacher guide prepared by thinking maps.
- student book prepared by thinking maps.
2. Measuring tools:
- the test of habits of mind.
- the visual thinking skills test.
Procedures:
1. A theoretical study including knowledge on previous studies which concerned with thinking maps, habits of mind and visual thinking.
2. Re-constructing the geometrical course by thinking maps for developing some of habits of mind and visual thinking skills.
3. Preparing a teacher guide for teaching the chosen course.
4. Preparing a student guide.
5. Preparing the measuring tools and calculating their validity and reliability.
6. Applying the measuring tools on the two groups before teaching.
7. Teaching the chosen course for the experimental group by using thinking maps and for the control group by the regular method.
8. Re-applying the measuring tools on the two groups after teaching the chosen course.
9.Analyzing the results and discussing it.
10. Treating the results statistically and discussing it.
11. suggestions and recommendations.
search limits:
The present research was limited to the following:
1. a group of second grade secondary school, ”Magda Sairafi prep students Girls” province of the lake.
2. Unit ”similarities and reverse the Pythagorean theorem and the theorem of Euclid” textured mathematics to second grade secondary - second semester - academic year 2015/2016.
3. measure the effectiveness of the use of thinking in the development of some of the habits of mind maps, namely: Perseverance - thinking flexibly - the struggle for accuracy.
4. measure the effectiveness of thinking in the development of some of the skills of visual thinking maps, namely: observation and description - Analysis and realization of relations - Interpretation - conclusion.
research results:
Search results revealed the following:
1. there was a statistically significant difference at the level of significance (0.01) between the mean scores of the experimental group and control group student on the test of habits of mind in favor of the experimental group students.
2. there was a statistically significant difference at the level of significance (0.01) between the mean scores of the students in the experimental group two applications for pre and post scale of Habits of Mind, in favor of the post test
3. there was a statistically significant difference at the level of significance (0.01) between the mean scores of the experimental group and control group student on the visual thinking skills test in favor of the experimental group students.
4. there was a statistically significant difference at the level of significance (0.01) between the mean scores of the students in the experimental group two applications for pre and post test of visual thinking, in favor of the post test.