مهارات التفكير البصريّ المتضمنة في مُقررات الرياضيات للمرحلة الأساسية العليا في فلسطينَ
Date
2023-12-31
Authors
دياله يوسف علي العمايرة
Diyala Yousef Ali Alamayre
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة التعرف إلى مهارات التفكير البصريّ المتضمنة في مُقررات الرياضيات للمرحلة الأساسية العليا في فلسطينَ, و قامت الباحثة باستخدام المنهج الوصفي التحليلي وتكونت عينة الدراسة من مجتمعها وهو جميع مُقررات الرياضيات للمرحلة الأساسية العليا وقامت الباحثة بأعداد إطار لتحليل مهارات التفكير البصريّ وتكونت من ست مهارات رئيسية , وقد تم التحقق من صدقها من خلال عرضها على مجموعة من المحكمين ذوي الخبرة, كما قامت الباحثة بحساب ثبات التحليل ضمن الشخصي وبين الشخصي, باستخدام معادلة هولستي حيث بلغت نسبة الثبات التحليل الضمن الشخصي( 0.95 ) , وبلغت نسبة الثبات المحسوبة البين شخصي (0.98) وأظهرت النتائج أنّ جميع مُقررات الرياضيات للمرحلة الأساسية العليا تتضمن مهارات التفكير البصريّ ولكن بأوزانِ ونسب متفاوتة, حيث كان ترتيب مهارات التفكير البصريّ في محتوى جميع مُقررات الرياضيات للمرحلة الاساسية العليا كما يلي : حصلت مهارة التعرف على الشكل البصريّ ووصفه على أعلى وزن نسبي بلغ ( 34.58%) علمًا أنها كانت أكثر تكرارًا في محتوى كتاب الرياضيات للصف السادس حيث بلغت التكرارات (118) وبوزن نسبي مقداره (27.76%) وأقلها تكرارًا كانت في محتوى كتاب الصف العاشر حيث بلغت التكرارات (48) ووزن نسبي بلغ ( 11.29%), ويليها مهارة تحليل الشكل البصريّ بوزن نسبي بلغ ( 23.43%) علمًا أنها كانت أكثر تكرارًا في محتوى كتاب الرياضيات للصف الثامن بتكرارات (74) ووزن نسبي ( 25.69%) بينما كانت أقل تكرارًا في محتوى الصف العاشر بتكرار(18) ووزن نسبي مقداره (6.25%), ثم مهارة استخلاص المعاني من الشكل البصريّ بوزن نسبي(23.43%) ,علمًا أنها كانت أكثر تكرار في محتوى كتاب الرياضيات للصف العاشر بتكرار (45 ) ووزن نسبي مقداره (23.20 ),واقلها تكرارًا في كتاب الصف الخامس بتكرار بلغ (19) ووزن نسبي مقداره(9.79 % ), ثم مهارة إدراك وتفسير الغموض في الشكل البصريّ بوزن نسبي (10.82%) علمًا أنها كانت أكثر تكرارًا في محتوى كتاب الرياضيات للصف العاشر بتكرار (44) ووزن نسبي ( 33.08%) , واقل تكرار في كتاب الصف الخامس بتكرار (11) ووزن نسبي ( 8.27%) واقتربت مهارة التميز البصريّ بوزن نسبي (9.68%) حيث كانت أكثر تكرار في محتوى كتاب الصف السادس بتكرار (35) ووزن نسبي (29.41%) بينما أقل تكرار في محتوى كتاب الصف الثامن بتكرار بلغ (3) ووزن نسبي مقداره (2.52%), وأخيرًا حصلت مهارة ربط العلاقات في الشكل البصريّ على أقل وزن نسبي بواقع (5.70%), حيث كانت أكثر تكرارًا في محتوى كتاب الرياضيات للصف الثامن بتكرار(25) ووزن نسبي مقداره ( 35.71%) وأقل تكرار في محتوى الصف الخامس بتكرار (3) وزن نسبي مقداره ( 4.29%), كما انه لم يتحقق التتابع ككل في محتوى مُقررات الرياضيات للمرحلة الأساسية العليا في فلسطينَ, وأوصت الباحثة بتضمين مُقررات الرياضيات للمرحلة الأساسية العليا لمهارات التفكير البصريّ بشكلٍ متوازن وذلك من قبل دائرة تخطيط المناهج, كما أوصت بمراعاة التتابع في تنمية مهارات التفكير البصريّ وذلك من خلال تقديم المهارات بشكل ٍتدريجي يتناسب مع قدرات الطلبة واستخدام الصور بشكل ٍفعال في محتوى المُقررات الرياضية .
The study aimed to identify the skills of visual thinking included in the mathematics curriculums for the higher basic stage in Palestine . The researcher adopted the descriptive analytical approach. The study sample formed from its community, which is all mathematics curriculums for the higher basic stage in Palestine. The researcher set up a tool for analyzing the visual thinking skills which consisted of six main skills, validity was verified by presenting it to a group of arbitrators. The researcher calculated the reliability of the analysis interpersonal and intrapersonal, using the Holistic equation. The percentage of interpersonal analysis was (.98), and (.95) of intrapersonal analysis. The results showed that all mathematics curriculums for the higher basic stage include visual thinking skills, but with varying percentages ,as the arrangement of visual thinking skills in the content of mathematics curriculums as follows: The skill of identifying the visual form and describing it occurred on the highest relative weight which was (34.58%) ,note that it was the most repeated in the content of the sixth grade mathematics, where repetition reached (118) and a relative weight of (27.76%), and the least repeated was in the content of grade book where the repetitions reached (48) and a relative weight of (11.29%),followed by the skill of analyzing the visual form with a relative weight (23.43%), note that it was more frequent in the content of mathematics books for the eighth grade with (74) repetitions and a relative weight of (25.69%) while it was less frequent in the tenth grade content with a repetition of ( 18) and a relative weight of (6.25%). Then the skill of extracting meanings from the visual form with a relative weight (23.43%), note that it was the most repeated in the content of the mathematics book for the tenth grade with (45) repetition and a relative weight of (23.20%), and the least repeated in the fifth grade book with (19) repetitions and a relative weight of (9.79%), Then it comes the skill of realizing and interpreting ambiguity in the visual form with a relative weight (10.82%), note that it was the most repeated in the content of mathematics book for the tenth grade with (44) repetitions and a relative weight of (33.08%), and the least repetition in the fifth grade book is repeated ( 11) and a relative weight of (8.27%). The skill of visual recognition approached a relative weight (9.68%), as it was most repeated in the content of sixth grade book with (35) repetition and a relative weight of (29.42%) while the least repeated in the content of eighth grade book with ( 3) repetitions and a relative weight of (2.52%). Finally the skill of linking relationships in the visual form obtained the lowest relative weight of (5.70%) as it was more frequent in the content of eighth grade of mathematics with (25) repetitions and a relative weight of (35.71%) and the lowest repetition in the fifth grade content with ( 3 ) repetitions and relative weight of (4.29%). The sequence as a whole was not achieved in the content of mathematics curriculums for the higher basic stage in Palestine. The researcher recommended to include visual thinking skills to the mathematical curriculum of the higher basic stage in a balanced manner by the curriculum planning administration , as well as the consideration of the sequence in developing visual thinking skills by gradually providing skills commensurate with the capabilities of students and using images effectively in the content of mathematics curriculums.
The study aimed to identify the skills of visual thinking included in the mathematics curriculums for the higher basic stage in Palestine . The researcher adopted the descriptive analytical approach. The study sample formed from its community, which is all mathematics curriculums for the higher basic stage in Palestine. The researcher set up a tool for analyzing the visual thinking skills which consisted of six main skills, validity was verified by presenting it to a group of arbitrators. The researcher calculated the reliability of the analysis interpersonal and intrapersonal, using the Holistic equation. The percentage of interpersonal analysis was (.98), and (.95) of intrapersonal analysis. The results showed that all mathematics curriculums for the higher basic stage include visual thinking skills, but with varying percentages ,as the arrangement of visual thinking skills in the content of mathematics curriculums as follows: The skill of identifying the visual form and describing it occurred on the highest relative weight which was (34.58%) ,note that it was the most repeated in the content of the sixth grade mathematics, where repetition reached (118) and a relative weight of (27.76%), and the least repeated was in the content of grade book where the repetitions reached (48) and a relative weight of (11.29%),followed by the skill of analyzing the visual form with a relative weight (23.43%), note that it was more frequent in the content of mathematics books for the eighth grade with (74) repetitions and a relative weight of (25.69%) while it was less frequent in the tenth grade content with a repetition of ( 18) and a relative weight of (6.25%). Then the skill of extracting meanings from the visual form with a relative weight (23.43%), note that it was the most repeated in the content of the mathematics book for the tenth grade with (45) repetition and a relative weight of (23.20%), and the least repeated in the fifth grade book with (19) repetitions and a relative weight of (9.79%), Then it comes the skill of realizing and interpreting ambiguity in the visual form with a relative weight (10.82%), note that it was the most repeated in the content of mathematics book for the tenth grade with (44) repetitions and a relative weight of (33.08%), and the least repetition in the fifth grade book is repeated ( 11) and a relative weight of (8.27%). The skill of visual recognition approached a relative weight (9.68%), as it was most repeated in the content of sixth grade book with (35) repetition and a relative weight of (29.42%) while the least repeated in the content of eighth grade book with ( 3) repetitions and a relative weight of (2.52%). Finally the skill of linking relationships in the visual form obtained the lowest relative weight of (5.70%) as it was more frequent in the content of eighth grade of mathematics with (25) repetitions and a relative weight of (35.71%) and the lowest repetition in the fifth grade content with ( 3 ) repetitions and relative weight of (4.29%). The sequence as a whole was not achieved in the content of mathematics curriculums for the higher basic stage in Palestine. The researcher recommended to include visual thinking skills to the mathematical curriculum of the higher basic stage in a balanced manner by the curriculum planning administration , as well as the consideration of the sequence in developing visual thinking skills by gradually providing skills commensurate with the capabilities of students and using images effectively in the content of mathematics curriculums.