Arab Educational Information Network

The study aims at investigate the effectiveness of a program based on the habits of mind in developing mathematical power among fourth graders in Gaza. The researcher adopted the experimental approach with two-equivalent-group design. To achieve the study objectives, the researcher prepared a mathematical power test consisting of (12) questions and the total sum of the items was (40). The Study Sample consisted of (84) students divided equally into two classes, one experimental group and the other control one. The two groups were randomly chosen. The most important Conclusions: 1) There were statistically significant differences at the level of significance (a = 0.01) between the mean scores of the experimental group students and their counterparts in the control group in the post application of the mathematical power test as a whole in favor of the experimental group. 2) There were statistically significant differences at the level of significance (a = 0.01) between the mean scores of the experimental group students and their counterparts in the control group in the post application of the mathematical power test in the domain of the mathematical communication in favor of the experimental group. 3) There were statistically significant differences at the level of significance (a = 0.01) between the mean scores of the experimental group students and their counterparts in the control group in the post application of the mathematical power test in the domain of the mathematical interdependence in favor of the experimental group. 4) There were statistically significant differences at the level of significance (a = 0.01) between the mean scores of the experimental group students and their counterparts in the control group in the post application of the mathematical power test in the domain of the mathematical induction in favor of the experimental group. In light of these results, the researcher recommended: 1) taking advantage of the existing educational programs based on the mind habits at the various school stages and using them in the educational process. 2. also reconsidering the of the curriculum design, for all age groups, especially the low elementary classes and making them include the dimensions of the mathematical power. (Author's abstract)