تدريـس الرياضـيات وفقـاً لنظرية triz وأثره في التفكير الهنـدسي لـدى طـلاب الصـف الثـالـث المتوسط
The recent research aims to identify the effect of teaching by TRIZ theory strategy on Geometrical thinking of third secondary class. to achieve this aim, the researcher sets the following tow hypothesis: 1) No significant differences are shown at the level 0.05 between the scores of those who are taught according to TRIZ theory and with those who are taught the classical one at the geometrical thinking as a whole . 2) No significant differences are shown at the level 0.05 between the scores of those who are taught according to TRIZ theory and with those who are taught the classical at the four geometrical levels separately. The sample of the research was limited by the female students – third intermediate class – Al-Iraq secondary school – directed general of Masan governorate in the second semester for the academic year (2013-2014) B.A. The teaching subjects was the (Triangle, Circle), these subjects are taken from the school book. The researcher chose tow sections from three consists. So section (G) were chosen to be the control group which were taught by the traditional method while section (A) were chosen to be the experimental group which were taught according to TRIZ theory. The sample contains 72 female students so the experimental group consists of 36 female students and the control group also consists of 36 with students. The two equivalent group were partially controlled which post – test. The two groups were equalized on the variables (the previous knowledge test intelligent test, the last achievement in mathematic material, age counted by month, parent's qualification). The researcher has studied the two group of the research then the researcher has formed the behavioral objects to the chapters and to the five level of Bloom (knowledge, comparison, application, analysis, synthesis). These objects consists of 116 ones. The researcher also prepared 28 teaching plan that included the study's subjects. The pretest of the Geometrical thinking consisting of 20 items. Which is divided to 7 objective items and 13 subjective items. The face validity and the content validity were verified. The researcher used statistical tools to analysis the data such as (The coefficient of difficulty, and discrimination formula and point-biserial, and adopted the statically analysis, the SPSS version18, also used the program Microsoft office Excel 2007, and(t-test) to the two groups to treat the data the results have shown: 1) There is a statistically significant difference at 0.05 level of significance between the mean scores of the two group and it was in favor of the experimental group in the test of the Geometrical thinking as all. 2) There is a statistically significant difference at 0.05 level of significance between the mean scores of the two group and it was in favor of the experimental group in the test at the four Geometrical levels separately. According to the results the researcher concludes that the theory TRIZ have a positive impact geometrical thinking as a whole for the student of the third grade average, and in every level of the four levels, The researcher recommended that using principles of the theory of TRIZ teaching in middle school and junior high and away from the usual methods of teaching, which focuses direct supply and diction teacher and hearing by the student, also the researcher has made some suggestions as A similar study of the current study and other study phases and other subjects. (Published abstract)