أثر استخدام التعلم البنائي الاجتماعي في تنمية التفكير الرياضي في مادة الرياضيات: لدى تلاميذ السنة الثانية متوسط بولاية الوادي

الموضوعات

تربية وتعليم

الملخص

هدفت الدراسة إلى معرفة أثر التعلم البنائي الاجتماعي في تنمية التفكير الرياضي في مادة الرياضيات لدى تلاميذ السنة الثانية متوسط بولاية الوادي. كما حاولت الدراسة التحقق من الفروق بين متوسطي درجات المجموعة التجريبية والمجموعة الضابطة في القياس البعدي في كل مهارة التفكير الرياضي والمتمثلة في مهارة الاستنتاج، الاستقراء والتعميم والترميز والنمذجة والتخمين والبرهان الرياضي.‏استخدم الباحث المنهج التجريبي، حيث طبق اختبار مهارات التفكير الرياضي كاختبار قبلي على مجموعتي الدراسة لتتأكد من تكافؤهما، وكاختبار بعدي بعد تنفيذ التجربة، للإجابة على أسئلة الدراسة، وتم استخدام اختبار (ت) لعينتن مستقلتين، ومربع "إيتا" لقياس حجم تأثير التعلم البنائي الاجتماعي على تنمية التفكير الرياضي. وبعد التحليل الإحصائي للبيانات أسفرت الدراسة على وجود فروق ذات دلالة إحصائية عند مستوى0.01 بين متوسطي درجات المجموعة التجريبية والمجموعة الضابطة في القياس البعدي لمهارات التفكير الرياضي لدى تلاميذ القسم الثاني المتوسط لصالح المجموعة التجريبية.

روابط وملفات

التعريف والنوع

رقم الوثيقة

0027ccaa-5351-4a42-b73c-0ee8de6ed0a2

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل دكتوراة

نوع الملف

pdf text

أسماء الملفات

2016706_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":"سليم حمي ","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"محمد الطاهر طعبلي","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

أثر استخدام التعلم البنائي الاجتماعي في تنمية التفكير الرياضي في مادة الرياضيات: لدى تلاميذ السنة الثانية متوسط بولاية الوادي

المحتوى والصفحات

عدد الصفحات

260

ترجمة الملخص

This study aimed to find out the effect of social constructivist learning in the development of mathematical thinking in mathematics among second year middle school students in the city of El Oued. The study also attempted to confirm the differences between the mean scores of the experimental group and the control group of the post-test in the mathematical thinking skills: deduction, induction, generalization, coding, modeling, guessing and mathematical proof. The researcher used the experimental method. He chose two classes of middle school students from Khalifa ben Hassan middle school in Guemar, El Ouedin simple random way;(35) male and female students as an experimental group, (32) male and female students as a control group. The control group was taught in the usual way whereas the experimental group was taught according to the social constructivist learning strategy. The application process took about 3 months. The researcher confirmed the equivalence of the two groups in the achievement of mathematics, intelligence, and attitudes towards mathematics, age, gender, and pre-test of the study tools, which is the test of mathematical thinking skills. In order to test the study hypotheses, the researcher analyzed the content of the mathematics curriculum for the second year of the second term, and determined the teaching competencies to be achieved. This content was placed in the form of a guidebook (lesson plans) to be taught according to social constructional learning. The researcher developed the tools of study, which is the test of mathematical thinking. The test was used as a pre-test for the two study groups to ensure their equivalence and as a post-test on the two groups after carrying out the experiment to answer the study questions. T-test was used for two independent samples, the Eta squared to measure the effect of social constructivist on the development of mathematical thinking. After statistical analysis of data, the study concluded the following results: -There were statistically significant differences at level of 0.01 between the mean scores of the experimental group and the control group in the post-testin mathematical thinking skill among middle school students in favor of the experimental group -There were statistically significant differences at level of 0.01 between the experimental group and the control group of the post-test in deduction skill among middle school students in favor of the experimental group.- There were statistically significant differences at level of 0.01 between the experimental group and the control group of the post-test in induction skill among middle school students in favor of the experimental group.- There were statistically significant differences at level of 0.01 between the experimental group and the control group of the post-test in generalization skill among middle school students in favor of the experimental group.- There were statistically significant differences at level of 0.01 between the experimental group and the control group of the post-test in coding skill among middle school students in favor of the experimental group.- There were statistically significant differences at level of 0.01 between the experimental group and the control group of the post-test in modeling skill among middle school students in favor of the experimental group.- There were statistically significant differences at level of 0.01 between the experimental group and the control group of the post-test in guessing skill among middle school students in favor of the experimental group.- There were statistically significant differences at level of 0.01 between the experimental group and the control group of the post-test in mathematical proof skill among middle school students in favor of the experimental group. The results were discussed in the light of previous studies. A number of suggestions were presented to take into consideration the important impact of social constructivist learning on the development of mathematical thinking, especially in the subject of mathematics.

كلمات الباحثين

التعلم الرياضيات ــ دراسة وتدريس التفكير الرياضي التعليم المتوسط النظرية البنائية

إشراف وإعداد

الإشراف

محمد الطاهر طعبلي

الإعداد

سليم حمي

الاقتباسات الببليوغرافية