Arab Educational Information Network

The aim of this study was to investigate the effect of employing two styles of Infographics in the light of the visual approach on developing the skill of mathematical problem solving among eighth graders in Gaza. The sample of the study consisted of (123) female eighth graders from Al-Bureij UNRWA Preparatory School (A) for Girls in the Middle Governorate – the Gaza Strip - in the scholastic year (2017/2016). The study sample consisted of three classes randomly assigned into three groups. The first experimental group (1), which consisted of (41) female students, studied mathematical problem solving using the static style of Infographics. The second experimental group (2), which consisted of (42) students, studied mathematical problem solving using the animated style of Infographics. The third was a control group consisting of (40) students and studied mathematical problem solving using the traditional method. To achieve the objectives of the study, the researcher adopted the experimental approach, pre-posttest, three-group design. The study tool was a test of the skills of mathematical problem solving, which consisted of (30) questions divided into (4) main skills. The validity and reliability of the test were verified by being refereed by a panel of referees and by being applied on a pilot sample. After the post-application of the study tool and doing all the necessary statistical analyses using one-way analysis of variance (ANOVA) and ETA square (η2). The researcher came up with the following findings: 1) There were statistically significant differences at the level of significance (α=0.01) between the mean scores of the two experimental groups and those of the control one in the posttest of mathematical problem solving skills in favor of the two experimental groups. 2) There were statistically significant differences at the level of significance (α=0.01) between the mean scores of the students of the first experimental group (1) (the static style) and those of the second experimental group (2) (animated style) in the posttest of mathematical problem solving skills in favor of the second experimental group (2) (animated style). In light of these findings, the study suggested several recommendations, the most important of which were as follows: 1) The technology of Infographics should be used in the teaching and learning of mathematics by teachers, supervisors and students to achieve many of the desired academic objectives, including the development of the skills of mathematical problem solving. 2) Training courses should be held for teachers to be trained on the use of the technology of Infographics with its two styles, the static and the animated, in their teaching. (Author's abstract)