شبكة المعلومات العربية التربوية

The present study aimed to examine the impact of using conceptual maps on algebraic achievement and the development of mathematical thinking skills among seventh grade basic students in the Southern Educational Hebron Directorate. To achieve the objectives of the study, quasi experimental method was employed where the study was applied to a sample of (127) students distributed on (4) sections in two schools, two for boys and two for girls. The students are from the seventh grade during the second quarter of the scholastic year 2014/2015. A male section and a female section were randomly selected to represent the experimental group and were taught using conceptual maps strategy. Another male section and a female section were selected to represent the control group and taught using the traditional method. The analysis of the algebraic achievement test and mathematical thinking test in the pre and post applications using the analysis of the ANCOVA test showed that there are statistically significant differences at the level of significance (a≤0.05) between the two means of students’ achievement on the post algebraic achievement test for the benefit of the experimental group students and in favor of male students, while the differences were not significant in accordance with the interaction between the variables of group and gender. There are statistically significant differences at the level (a≤0.05) between the two means of students’ marks on the post mathematical thinking test for the benefit of the experimental group students, while the differences were not significant according to gender. (Published Abstract)