Arab Educational Information Network

The study aimed to find out the effect of using infographics in teaching mathematics on achievement and developing reflective thinking skills among fourth grade students. The study followed the quasi-experimental approach, and the study sample consisted of two experimental groups that were studied according to the infographic-based learning method; While the control group studied according to the usual method, and the number of the study sample amounted to (54) male and female students who were chosen intentionally and distributed randomly into two groups, with (27) male and female students for the experimental group and (27) male and female students for the control group in the second semester of the academic year 2019-2020. To achieve the objectives of the study, an achievement test consisting of (20) items was prepared in the mathematics subject, and a scale for reflective thinking consisting of (20) items. The results of the study showed that there were statistically significant differences between the average scores of the two experimental groups that were taught using the infographic and the scores of the control group that were taught in the usual way on the achievement test and the reflective thinking scale, in favor of the experimental group. In light of the results of the study, the researcher made a set of recommendations, including: Encouraging female teachers to use infographic-based learning and benefit from it when teaching mathematics. (Published abstract)