شبكة المعلومات العربية التربوية

The objective of the research is to identify the level of divergent thinking and its relationship to the generation of information among student teachers in the Department of Mathematics. To achieve the research objectives, three null hypotheses were developed: 1) There is no statistically significant difference at the significance level (0.05) between the arithmetic mean of student teacher scores and the hypothetical mean in the divergent thinking test. 2) There is no statistically significant difference at the significance level (0.05) between the arithmetic mean of student teacher scores and the hypothetical mean in the mathematical information generation test. 3) There is no statistically significant correlation at the significance level (0.05) between the average scores of student teachers in the divergent thinking test and their average scores in the information generation test. The research sample was chosen from the fourth stage students - Department of Mathematics from the academic year 2020-2021, its number was (57) male and female students randomly. The researcher prepared two tests, one of which is for divergent thinking consisting of (12) questions, (8) questions of the type of objective questions (the test from Multiple), and (4) essay questions, and the second is a test of information generation skills, and it consists of (9) essay questions. The psychometric properties of the two tests were verified after they were presented to a group of arbitrators in mathematics and its teaching methods. The two tests were applied to the research sample, and the results showed using the t-test for one sample was a weakness in the level of the research sample’s possession of divergent thinking skills. The results also showed that the research sample possesses information generation skills, as well as a positive and strong correlation between divergent thinking skills and information generation skills. The researcher recommended the necessity of holding training courses or seminars to introduce those in charge of teaching mathematics with divergent thinking skills and information generation skills. (Published abstract)