أثر توظيف استراتيجية الرؤوس المرقمة في تنمية مهارات التفكير البصري في الرياضيات والميل نحوها لدى طلاب الصف الرابع الأساسي بغزة
Study aim to identify the impact of employing numbered heads strategy on developing visual thinking skills in Mathematics and attitude towards it among fourth grade students in Gaza. Study tools: visual thinking skills test and Mathematics attitude scale. The study was applied on a sample consisted of (80) students distributed in two classes from Dair Albalah Elementary School for Boys. The researcher adopted the experimental approach. The most important results of the study: 1) There are statistically significant differences at significance level (α=0.01) between the mean scores of experimental group students and the mean scores of control group students regarding the post test of visual thinking skills in favor of experimental group students. 2) There are statistically significant differences at significance level (α=0.01) between the mean scores of experimental group students and the mean scores of control group students regarding Mathematics attitude scale in favor of experimental group students. The most important recommendations of the study: 1) It is advisable to adopt the numbered heads strategy in teaching Mathematics to the basic stage students for its positive impact on developing visual thinking skills and attitude towards Mathematics. 2) Teachers are encouraged to receive specialized training on employing active learning strategies, specially the cooperative learning, in teaching Mathematics. (Author's abstract)