شبكة المعلومات العربية التربوية

The present research aimed to use the multi levels of the mathematics representations in the teaching of mathematics and measure its effects on the development of algebraic thinking skills, Algorithmic skills and Algebraic problem solving of prep school students. To achieve the objective of this research, the pervious literature and studies were reviewed to describe the variables, and determine the steps of using mathematical representations in teaching of mathematics through teaching guide. To measure the dependent variables, the three tests were prepared. The tools of research included three tests: the first is algebraic thinking skills test (mathematics patterns, using algebraic symbols, using mathematical representations, and describing mathematical relationships), and the second is algorithmic skills test (understanding algorithmic, applying algorithmic, correcting algorithmic, and creating algorithmic), and the third is algebraic problem solving test (understanding problem, representing problem solve problem). Each test consisted of 48 multiple-choice items. The validity, reliability, discrimination and difficulty levels were determined. The research depends on the quasi experimental methodology (pre- post) tests, and the sample of this study consisted of two groups selected at randomly: The first group is experimental group (127 pupils), and the second group is control group (131 pupils). Then the students of the experimental group were taught using mathematical representations, while the students of controlled group were taught according to traditional teaching strategies. After the research tools were applied, the most important findings of the study included: There were statistically significant differences at (α ≤ 0,01) between the scores means of experimental and control groups in the post application of algebraic thinking test in general, and each its skills alone in favor of the experimental group. There were statistically significant differences at (α ≤ 0,01) between the scores means of experimental and control groups in the post application of test of algorithmic skills in general, and each its skills alone in favor of the experimental group. There were statistically significant differences at (α ≤ 0,01) between the scores means of experimental and control groups in the post application of test of algebraic problem solving in general, and each its skills alone in favor of the experimental group. There is a positive, strong and statistically significant relationship at the level of (α ≤ 0, 01) between the scores of students of the experimental group in the post application of algebraic thinking skills test, algorithmic skills test, and of algebraic problem solving test. Finally the effect size was used to measure the effects of using the mathematical representations in teaching mathematics on developing the algebraic thinking skills, algorithmic skills and algebraic problem solving of prep school students. The effects size estimates shows that the significance of using the mathematical representations. In addition, the effects size shows that the educational importance of the independent variable (the use of mathematical representations) in the teaching of mathematics on the development of algebraic thinking skills, and the development algorithmic skills, and the development of algebraic problem solving. According to the results of this research, there are some of recommendations: training the mathematics teachers in using mathematical representations for teaching mathematics in general, and teaching of algebra at prep school. Also, the mathematics teacher should set the teaching plan for the development of algebraic thinking skills, algorithmic skills, and algebraic problem solving. (Published Abstract)