Arab Educational Information Network

This study aimed to investigate the impact of using multiple developing reflective thinking skills and their retention among eighth graders male in Gaza. Multiple mathematical representations were used to teach students and establish the study tool to test the contemplative thinking skills. The study sample consisted of 72 eighth grade students studying at Jabalia Preparatory School (e). This school was conveniently chosen. Two randomly selected classes were assigned as experimental and control groups. The experimental group is used to study the Reflective thinking in the "Geometry" unit of the eighth grade mathematics curriculum in using multiple mathematical representations. The control group studied the same unit in an ordinary way. The researcher adopted the experimental method. The study arrived at the following results: 1) There were statistically significant differences at a significance level of α=0.05 between the average scores of the experimental group and their peers in the control group in the post-exam of Reflective thinking skills in favor of the experimental group. 2) There were statistically significant differences at a significance level of α=0.05 between the average scores of the experimental group and their peers in the control group in the delayed post exam of Reflective thinking skills in favor of the experimental group. 3) There were no statistically significant differences at a significance level of α=0.05 between the average scores of the experimental group in the post and delayed applications in the Reflective thinking skills test. The study recommended the need to employ the multiple mathematical representations in education، and to focus on the development of new teaching methods and approaches to develop the skills of Reflective thinking among students. (Author's abstract)