شبكة المعلومات العربية التربوية

The research aims to know the effect of typical educational learning in critical thinking for students of mathematics department at University of Diyala. the sample formed of students from the Department of Mathematics at the University of Diyala of the first stage, for the academic year 2015-2016 , the researchers prepaid the critical thinking test in three areas, namely, induction and Eduction, Knowledge of assumptions ,Applied on a prospective sample, Found reliability coefficient (0.89) , the sample was divided into two groups the experimental that is taught by using instructional design model of learning and the control that is taught in the usual way. It is cleared from the results of research that the there is a difference statistically significant between the average of scores of the control group and experimental group in the total thinking critic test. In each of its fields, and this difference attributed to the training program, the experimental group was subjected to direct or indirect training in the fields of thinking which led to the supremacy in this test, while members of the control group did not have the opportunity to undergo such a program. The excellence of experimental group (that is learned in accordance with the learning instructional design the control group, which is taught by the way of lecture, in the total thinking critic test In each of its fields) attributed to organize content according to educational activities which are designed based on careful planning to organize content and management, and in the light of the results reached by the authors of this research proposes the following: 1) Give teach critical thinking importance that fit this type of thinking so that our students can think at all levels the right thinking and distinguish things events by appropriate data thinking. 2) The organizers of the curriculum is working as well as on the application for the development goals of thinking and bring it on the ground and not just written in the goals of the curriculum without special regard to the curricula in mathematics and activated by realistic. (Published Abstract)