شبكة المعلومات العربية التربوية

This study aims at identifying (the use of differential learning strategy and its effect on mathematical thinking of fifth elementary class pupils). In order to accomplish the study aim, the following hypothesis was devised: There is no significant statistical difference at (0.05) level between the experimental group pupils average (taught by the differential learning strategy) and the control group pupils average (taught by the usual method) in the mathematical thinking test in general. Seven minor hypotheses were derived from the main one in accordance with the mathematical thinking patters: (induction, conclusion, generalization, using symbols, guessing, modeling, reasonable thinking). The study sample consisted of 35 pupils divided into two groups: experimental comprising 18 pupils and control comprising 17 pupils. The partial control design was used for two equal groups with a post-test. The two groups of the study were equalizes in terms of the following variables: IQ test, age in months, previous achievement in mathematics, previous information test in mathematics, parents academic achievement. The researcher adopted the learning patterns test prepared by (Jabir and AlQar’an, 2004), which includes 80 items divided to four patterns (motor, visual, verbal, audio). The test was presented to a jury of experts to ensure the validity of each item. All items were kept. Validity and reliability of the test were ensured also. The test was applied before the experiment to the experimental group to identify their favourite learning patterns. A mathematical thinking test, measuring 7 fields and consisting of 28 items, was prepared. Its face validity and content validity were checked. The equation of (Kuder – Richardson 20) to calculate consistency and difficulty coefficient and differential power and activity of wrong substitutes of the test's items. The experiment was applied in the second semester of the academic year of (2015 – 2016). The test of mathematical thinking was applied on the two research groups at the end of the experiment. The (t – test) was used for two independent samples to process data, the results were the following: 1) There is a statistical difference on statistical level (0,05) between averages of grades of the experimental group and grades of the controlling group. The difference favors the experimental group in the mathematical thinking test in general. 2) There is a statistical difference on statistical level (0,05) between averages of grades of the experimental group and grades of the controlling group. The difference favors the experimental group in fields of Mathematical Thinking: (Induction, Conclusion, Generalization, Using Symbols, Guessing, Modeling, Reasonable Thinking). The following conclusions has been reached: There is a positive Effect of strategy of differential learning in mathematical thinking for fifth elementary class pupils. Based on that, the researcher presented some recommendations and suggestions. (Published Abstract)