أثراستراتيجية فكر زاوج شارك في تنمية التفكير الاستدلالي وحب الاستطلاع لدى تلاميذ الصف الخامس الابتدائي بمادة الرياضيات
The present studies aims at identifying the strategy effect of think, associate and participate in developing the deductive thinking and the inquisitiveness for the Fifth primary classes at mathematics through investigating the following zero hypotheses: 1) There has been no distinct statistic difference (at 0.05) between the average degrees between the ( pre and post) tests for the experiment group who studied with the strategy of think, associate and participate and the average degrees of the (pre and post) tests for the standard group who studied according to the traditional mode in developing the deductive thinking. 2) There has been no distinct statistic difference (at 0.05) between the average degrees between the (pre and post) tests for the experiment group who studied with the strategy of think, associate and participate and the average degrees of the (pre and post) tests for the standard group who studied according to the traditional mode in developing the inquisitiveness. The present study is limited to the fifth primary pupils in Al-Garbia Preparatory School in Al-Kut city, Wasit, for the study term 2013-2014. The specimen for the study was 62 pupils distributed into two groups, A and B. group A (32 pupils), the experiment group, studied math with the strategy of think, associate and participate; Group B (30 pupils), the standard group, studied math according to the traditional mode. The researcher takes into consideration the equation between the groups at intelligence, deductive thinking, and inquisitiveness, pupils' background in math at their fourth primary and mid-year marks for math. The researcher prepared a 20 item deductive thinking test, which in tern was approved at its validity, difficulty and clarity, multiple choice activity and stability which reached 0, 90. As for inquisitiveness measurement, the researcher prepared a test including 20 items which in tern was approved at its validity, difficulty and clarity, multiple choice activity and stability which reached 0, 90. This experiment was applied at the second session, starting from 18th February, 2014 to 24th April 2014. The last six chapters were taught at the specified math curriculum of Fifth primary, 3rd edition, 2012, due to the preformed and planned teaching, after which, the researcher applied the post deductive thinking test and inquisitiveness measurement, which was repeated after 14 days. The researcher has reached the following conclusions, using the statistical methods to manipulate data: 1) There was a statistical difference between the experiment group and the standard one at the deductive thinking variable; a surpassing for the former. 2) There was a statistical difference between the experiment group and the standard one at the inquisitiveness variable; a surpassing for the former. (Published abstract)