أثر استخدام استراتيجية قائمة على الدمج بين التساؤل الذاتي والأشكال التوضيحية في تنمية مهارات التفكير التوليدي واكتساب المفاهيم الرياضية لدى طلبة الصف العاشر
أحمد رياض أحمد الفسفوس
The study aimes to examine the impact of self-questioning and explanatory forms strategy on the development of constructional thinking skills and the acquisition of mathematical concepts of tenth-grade students. For this purpose, the researcher used the experimental method, and semi-experimental design which includes experimental and control groups. Both groups are pre-tested, and both are post-tested. The study sample consists of (109) of 10th graders , selected purposefully from a population of (3577) of the Directorate of South Hebron for the second semester of the academic year 2018/2019. The sample is divided into four groups in two schools. Each school has two groups (experimental and control); the experimental group is tested using self-questioning and explanatory forms strategy, while the controlled group is tested using the normal way. For data collection, the researcher uses two tools; the skills of the constructional thinking test and acquisition of mathematical concepts test. Validity and reliability are tested through appropriate methods. The tools are applied for both experimental and control groups in both schools before and after applying the study. Results are analysed using standard deviations and (2-way ANCOVA)test. The findings of the study shows that there are statistically significant differences in the test of the thinking skills of 10 graders according to the variable method of teaching for the favour of the experimental group, it is studied by using self-questioning and the explanatory forms’ strategy. Further, results show statistically significant differences in the test of obstetric thinking skills due to the gender variable in favour of females. There is no statistically significant differences due to the interaction between teaching method and gender. Results also show statistically significant differences in the test of the acquisition of mathematical concepts among students in the tenth grade depending on the method variable for the favour of the experimental group, which was studied using self-questioning and explanatory forms’ strategy. There is statistically significant differences in the test of the acquisition of mathematical concepts among 10th grade students according to gender variable. The results are in favour of females. Based on the results of the study, the researcher recommends the use of this strategy based on the integration of self-questioning and illustrative forms in the teaching of mathematics, and that further research should be conducted on the impact of this strategy in other variables and study subjects.