الفهرس 
الفصل الأول: الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Curriculum and Instruction Department
The Effect of Using Generative Learning Model on Developing Mathematical Skills and Logical Thinking of Fourth Primary School Pupils
A Thesis
Submitted for the Obtainment of the MA in Education
(Curriculum and Mathematics Instruction)
Presented By
Osama Sayed Ali
A Mathematics Teacher in Ministry of Education
Supervision
Dr. Madiha Hassan Mohamed Abd El-Rhaman
Professor of Curriculum and Mathematics Instruction
Ex - Vice Dean of Post Graduate and Studies
Faculty of Education – Beni Suef University
2019 Dr. Sayed Mohamed Abdallah
Lecture Curriculum and Mathematics Instruction
Faculty of Education – Beni Suef University
Summary
Introduction
The world is now undergoing rapid and successive events and changes. These changes require a great effort to keep abreast of the scientific and technological developments in the world.
It is the responsibility of the basic mathematics teachers to provide their students with rich learning assignments that give them real opportunities to show what they know and what they are capable of doing. They also offer opportunities to choose from a wider range of skills and use them in an integrated, innovative and purposeful way. Use and integrate mathematical topics only, but use different skills in an integrated and creative way to achieve a goal.
The acquisition of mathematical skills has an important place among the objectives of teaching mathematics. It increases their knowledge and understanding of mathematical systems and structures. This will enable students to progress in learning mathematics and mathematical skills are essential for success in life for all. All fields and in all curriculum. Sports skills are vital to further progress in many disciplines, helping people become active citizens of their community.
A logical thinking pattern is one of the types of thinking that help the individual to succeed in his or her career, especially in complex modern life that requires many knowledge, experience and skills. Reasoning is the tools of the mind that man uses to test his ability to understand, analyze and evaluate the information he encounters in his private life. And public
The development of reasoning skills is not only a major goal of mathematics teaching, but also a tool for learning mathematics. One of the factors that makes it difficult to study school mathematics is that students are not aware of the principles of logic that can not be overcome in knowledge acquisition and problem solving. , And then increase the learner’s ability to think logically, lead to increased ability to demonstrate sports and solve sports problems.
Azuborn Witruk proposed the model of learning as the embodiment of Vygotsky’s theory of social constructivism, emphasizing the importance of society and language in the development of knowledge, and the learning he advocated is learning that seeks to develop the central growth zone through social interaction. Knowledge in constructional learning is socially constructed between Teacher and pupil, and between the pupils themselves as a social process that directs the thinking of the students and helps them to form the meaning, and is heavily influenced by the ideas in the structure of pupils and the links that are generated between the stimuli to which the students to strengthen Ideas and new knowledge.
The essence of the learning model is the use of the mind to construct special interpretations of the student from the information stored in it and to create inferences through the social interactions between students and teacher, so when using the model of learning the child must provide educational attitudes that allow students to link previous learning with subsequent learning and to allow questions to ask, Opinions among them and criticism of ideas, and finding different ways and multiple bridges.
Problem of the research - :
The problem of research is determined by the low level of the fourth grade pupils in the mathematical skills and logical thinking, which led to the emergence of the need for strategies and models for the development of mathematical skills and logical thinking skills. In order to address this problem, the researcher tries to use the model of the learning process may be an appropriate input. On the following main question:
- What is the impact of the use of the learning model in the development of sports skills and reasoning among fourth graders?
This question is divided into the following questions:
- What effect did the use of the learning model in the development of athletic skills in the fourth grade pupils?
- What effect did the use of the model of learning in the development of logical thinking in the fourth grade pupils?
Hypotheses of the research -:
The research hypotheses are determined in the following hypotheses:
- There is a statistically significant difference between the average scores of the students of the control and experimental groups in the post-application of the mathematical skills test for the experimental group.
- There is a statistically significant difference between the average scores of the students in the control and experimental groups in the post-application to test the logical thinking in favor of the experimental group.
Objectives of the research - :
The research aims to:
- To understand the effect of using the learning model in the development of sports skills among students in the fourth grade.
- To understand the effect of the use of the learning model in the development of logical thinking in the fourth grade pupils.
Significance of the research : -
The importance of the current research was as follows:
- Introducing the model of learning which may benefit the creators and planners of the curriculum in the integration of mathematics courses
At the primary stage.
- Provide a guide for the teacher, including the preparation of the lessons included in the engineering and measurement units in the fourth grade primary course prepared according to the model of the learning process can be guided by teaching.
- Provide a mathematical skills test, and a logical reasoning test that teachers can use on the calendar.
- Provide students with mathematical skills and logical thinking skills that increase the ability to collect in mathematics.
- Researchers can benefit from the findings, recommendations and research proposed from this research.
Materials and Tools of the research-:
Materials and Tools of the research are:
First: Materials of the research:
Materials of the research are determined as follows:
- Teacher’s Guide to teaching the units of engineering and measurement using the model of learning.
Second: Tools of the research:
Tools of the research are defined as follows:
- Test of sports skills.
- The logical thinking test.
Limitations of the research:-
The current research was limited to the following limits:
• Spatial boundaries: represented in the school of Abdulrahman Hadeb administration Nasser Educational Governorate of Beni Suef.
• Human Limits: represented in: a group of fourth grade pupils.
• Time Limits: represented in: the time plan set by the Ministry to teach the units of ”Engineering”, ”Measurement” by the mathematics course for the fourth grade of the second semester of the academic year 2018/2019.
• Objective Limits: represented in:
- The phases of the learning model: the boot stage, the focus stage, the challenge stage, the application stage, and the evaluation stage.
- The units of ”Engineering”, ”Measurement” by the mathematics course for the fourth grade of the second semester.
- Measurement of some of the thinking skills of the logical fourth grade students are: the skill of classification - the skill of conclusion - the skill of detecting the fallacies.
Methods of the research:-
In the light of the nature of the research, the semi-experimental approach was used in the present research, which is based on the experimental design of the two groups (experimental and control) where a pre-test of mathematical skills is applied, a pre-test of the logical thinking of the two groups to control the variables, For the control group using the traditional method, then applying the post-test for mathematical skills, and the post-test of the logical thinking of the two groups.
Variables of the research -:
Current research includes the following variables:
- Independent Variable: represented in the model of the learning process.
- Two Variables: mathematical skills and logical thinking.
Procedures of the research: -
To answer the research questions, the following procedures were followed:
1. Review the educational literature, research and previous studies related to both:
- Formative learning model.
- Mathematical skills.
- Logical thinking.
2. Analysis of the content of the units of engineering and measurement to determine the skills involved in mathematical and logical thinking skills.
3. Prepare a list of Maths skills.
4. Prepare a list of logical reasoning skills.
5. Display my list of sports skills and logical thinking on the six arbitrators to express their views.
6. make adjustments to the list of mathematical skills and logical thinking according to the views of the arbitrators and access to the final picture.
7. Preparation of the teacher guide to teach the units of engineering and measurement, according to the model of learning.
8. Present the evidence to the arbitrators to express their opinions and determine the validity of the application.
9. make adjustments to the teacher’s guide according to the opinions of the arbitrators and access to the final picture.
10. Preparation of research tools, which are: the test of mathematical skills, the test of logical thinking.
11. Presenting the research tools to the arbitrators to express their views and determine their suitability for application.
12. Making the amendments to the research tools according to the opinions of the arbitrators to reach the final image of each tool.
13. Adjust the tools of research by calculating the coefficient of stability of each tool, and also calculate the coefficients of ease, difficulty and discrimination for each, and determine the answer time to each tool, and by applying each tool to a group of students of the fifth primary.
14. Selection of the research group was divided into two groups, an experimental group and a control group.
15. Apply the research experience according to the following steps:
- Tribal application of research tools (mathematical skills test - logical thinking test) on the two research groups (experimental and control), to adjust the variables and ensure the equality of the two groups.
- Apply the experiment by teaching the engineering and measurement units of the experimental group using the generative learning model, and teaching the same two units of the control group using the traditional method.
- The post-application of the research tools (mathematical skills test - logical thinking test) on both groups (experimental and control).
16. Correcting tests and estimating their scores.
17. Statistical treatment to test the validity of hypotheses and answer research questions and come up with the results of the research.
18. Develop research recommendations in the light of research results.
19. Presentation of a set of proposals.
Results of the research :
The research ends with a number of results, which can be summarized in the following points:
1. There was a statistically significant difference between the average scores of the experimental group (studied according to the learning model) and the grades of the control group (studied in the usual way) in the post-application of the overall mathematical skill test and in each individual skill separately for the experimental group.
2. There was a statistically significant difference between the average scores of the experimental group (studied according to the model of the learning process) and the grades of the control group (which was studied in the usual way) in the post-application of the logical reasoning test as a whole and in each individual skill separately for the students of the experimental group.
Recommendations of the research:
In the light of the results of the current research, the following can be recommended:
a. For curriculum planners and authors:
o The need to reformulate the content of text books in the light of structural theory to take into account the assumptions and principles of structural theory.
o Organize the content of the mathematics curriculum and the teacher’s guide in a way that helps teachers use the stages of the generative learning model in the teaching process.
o Review the content of the mathematics curriculum at different stages of school in the light of international standards for school mathematics to include activities that develop different mathematical skills, as well as the inclusion of curricula for activities and exercises that help the student to use logical thinking skills.
o Work to enrich the mathematics courses for all grades of various educational activities and non-stereotypes, which help the teacher to use the model of generative learning in teaching mathematics in all branches.
o Reconsider current teaching and assessment methods and examinations, using strategies that develop mathematical skills and logical thinking among students, as well as include questions in exams that measure mathematical skills and logical thinking among students.
o Developing tools to measure mathematical skills and logical thinking among pupils in different classrooms, which help to early detection of these skills in pupils, which helps the teacher to provide appropriate activities for them at the right time.
b. For Educational Directorates and Colleges of Education:
o Holding seminars, training courses and workshops for mentors and teachers in the field of mathematics teaching to identify the model of generative learning stages, principles and activities, and to clarify its advantages and how to use and employ in teaching mathematics in its various branches.
o Follow-up teachers and observe their performance within educational institutions and encourage them to use modern teaching strategies such as generative learning model in mathematics at the appropriate lesson, which may contribute to increase the achievement and development of mathematical skills and logical thinking of their students.
o Introducing students to the Mathematics Department of the Faculties of Education on the model of generative learning through the course of teaching methods, and training them to use it in teaching mathematics in its various branches, during their practical training (field) inside schools.
o Training teachers teachers of the Mathematics Division of the faculties of education to plan and implement activities to develop mathematical skills and logical thinking among students in different educational stages, provided that this is preceded by their study of the theoretical background of both mathematical skills and logical thinking.
c. For Teachers:
o The importance of using mathematics teachers model generative learning in the teaching of different branches of mathematics at different educational stages, because of its impact on the development of different skills of students.
o Training mathematics teachers at different levels of study on planning and implementation.
o Activities to develop mathematical skills and logical thinking among students, to be preceded by their study of the theoretical background of both mathematical skills and logical thinking.
o Training mathematics teachers on how to deal with school textbooks by analyzing and enriching them with mathematical activities and problems that help them to develop mathematical skills and logical thinking among students.
Suggestions of the research:
In the light of the results of the current research, it is possible to propose the following future research:
1. Conducting research similar to the current research in other classes of different stages of education.
2. Studying the effect of using the generative learning model to teach mathematics in the development of some dependent variables such as: engineering sense - mathematical communication - mathematical associations - spatial ability - mathematical concepts.
3. Studying the effect of using the generative learning model in developing the skills of critical thinking, creative thinking and engineering thinking among the fourth grade students.
4. Studying the effect of using the generative learning model to teach engineering in modifying alternative perceptions and remedying common mistakes in engineering among pupils at different stages of education.
5. Conducting a comparative study between the impact of the generative learning model and other learning models on the development of mathematical skills among primary school students.
6. Conducting a comparative study between the impact of the generative learning model and other learning models on the development of logical thinking among pupils with special needs, such as: (gifted with learning disabilities - pupils with speech and speech disorders - with hearing disabilities - ……).
7. Study the effectiveness of the use of methods and methods and other teaching models such as: (fish bone model - the strategy of the circular house - brainstorming strategy - strategy of mental maps .....) to teach mathematics to the fourth grade of primary to develop mathematical skills and logical thinking.