نوع المستند : المقالة الأصلية
المؤلفون
1 تخصص مناهج وطرق تدريس الرياضيات
2 أستاذ المناهج وطرائق تدريس الرياضيات کلية الدراسات العليا للتربية جامعة القاهرة
3 مناهج وطرق تدريس الرياضيات کلية الدراسات العليا للتربية، جامعة القاهرة
المستخلص
نقاط رئيسية
reflective learning- meta-knowledge-problems of mathematics
الكلمات الرئيسية
The study aims to determine the effectiveness of the reflective learning strategy in developing the skills of beyond knowledge , for the mathematical problems of students of the second cycle of basic education in the Sultanate of Oman. Study Methodology: The study followed the semi-experimental method by following the system of the two groups ( the control and experimental), which depends on pre and post measurement.
Study tool: List of skills of the meta-knowledge, teacher's guide to reflective learning, and testing of the skills of beyond knowledge of the
problems of mathematics. Study Sample: The study sample consisted of (84) students from Al-Shifa Primary School. The sample was divided into two groups: the experimental study was taught with the reflective learning strategy and the control in the usual
way.
The most important results There is a statistical significant difference between the two means scores of the experimental group students in the pre and post-application in the skills included in the meta-knowledge test, as well as the overall score of the test as a whole in favor of the post-application. There is a significant statistical difference between both the mean scores of the experimental and control groups in the post-application of the skills included in the meta-test, as well as the overall score of the test as a whole for the benefit of the experimental group. The effectiveness of the reflective learning strategy in developing the knowledge-based skills of mathematics.
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