شبكة المعلومات العربية التربوية

To identify the effect of using two-side brain learning strategy to develop the mathematical proficiency of the sixth grade students in Gaza. In order to achieve the objectives of the study, the researcher prepared a 30-point mathematical proficiency test. The researcher also applied the brain control test to detect the dominant side of the brain of the students. The test was translated by Afana and Aljeesh (2009). The study sample consisted of (74) students from Ibn Al-Haytham elementary school for boys (B) divided into two groups, one of them is an experimental group (39) students and the other is a control group consisting of (35) students. Both groups were randomly selected. The researcher used the experimental approach for designing the two equal groups. The most important findings of the study: 1) There were statistically significant differences at the level (α = 0.01) between the mean scores of the experimental group and their peers in the control group in the post-application of the mathematical proficiency test in favor of the experimental group. 2) There were statistically significant differences at the level (α = 0.01) between the mean scores of students who two-side brain control in the experimental group and their peers in the control group in the test of mathematical proficiency. The most important recommendations of the study: 1) Training teachers to design lessons in line with the two-side brain learning strategy and using it in the classroom as required. 2) Reconsidering the mathematics curriculum for all educational stages, especially for the primary grades so as to include all dimensions of mathematical proficiency. 3) Holding training courses for teachers on how to detect the controlling part of the brain of students through brain control tests. (Author's abstract)