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التفكير التباعدي وعلاقته بالحس العددي والتحصيل في الرياضيات لدى تلامذة الصف الخامس الإبتدائي

[Abstract] 
النوع مقال
المؤلف المشكور، غالب خزعل. كلية التربية الأساسية، الجامعة المستنصرية
المؤلف الاضافي صادق، نور عماد. كلية التربية الأساسية، الجامعة المستنصرية.
متغيرات العنوان Divergent thinking and its relationship to numerical sense and achievement in mathematics for fifth-grade primary students [Article]
الصفحات ص ص. 62-78
المصدر مجلة أبحاث الذكاء. مج. 13، ع. 28، 2019
المصدر الالكتروني النص الكامل (PDF)  PDF
الواصفات مهارات التفكير  -  المقدرة الحسابية  -  التحصيل الدراسي  -  الرياضيات  -  طلاب المدارس الابتدائية  -  العراق
لغة الوثيقة العربية
البلد العراق
God has distinguished human from other beings with reason and the ability to think fruitfully. The world has become more and more complex because of the threats posed by technology. Today, the world needs a creative thinker who can make correct decisions, based on scientific accuracy to make the right decisions to ensure the service of society and humanity. It was therefore necessary to measure the divergent thinking and numeracy of students of fifth class, because the research intends to identify the following: Divergent Thinking and Its relation With Numeral Sense and Composition in Mathematics For The Students of Fifth Primary Class. In order to verify the validity of the research aim, the researcher formulates the following hypotheses: 1) There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of numeral sense. 2) There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of numeral sense. 3) There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students (females) of fifth primary class in the selection of numeral sense. 4) There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students (males) of fifth primary class in the selection of numeral sense and arithmetic mean with the marks of the students (females) in the same selection. 5) There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of divergent thinking. 6) There is no statistically significant difference at the level of 0.05 function between the theoretical and arithmetic mean with the marks of the students of fifth primary class in the selection of divergent thinking. (Published abstract)

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Cite   للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
المشكور، غالب خزعل. (2019). التفكير التباعدي وعلاقته بالحس العددي والتحصيل في الرياضيات لدى تلامذة الصف الخامس الإبتدائي . مجلة أبحاث الذكاء. مج. 13، ع. 28، 2019. ص ص. 62-78 تم استرجاعه من search.shamaa.org .