التدريس بإستراتيجية للتعلم البنائي وأثرها في التحصيل والتفكير الابتكاري لدى تلامذة الصف الخامس الابتدائي في مادة الرياضيات
The recent research aims at identifying the effect of teaching by constructivist learning strategy in achievement and innovation thinking of the fifth grade Primary pupils in Mathematic. To achieve the goal of the research, the null hypotheses have been put as following: 1) There is no statistically significant difference at the Level of significance 0.05 between the means of scores of pupils of the experimental group who were studying according to the constructivist learning strategy (CLS) and the scores of pupils of the control group who were studying according to the current method in the achievement test of Mathematics. 2) There is no statistically significant difference at the Level of significance 0.05 between the means of scores of pupils of the experimental group who were studying according to the Constructivist Learning strategy (CLS) and the scores of pupils of the control group who were studying according to the current method in the Innovation Thinking test and its skills (fluency, flexibility, and originality) in Mathematics. The sample is consisted of 65 pupils from the fifth grade at Al-naseer Mixed Primary School which belong to the AL-Risafa No.1 Directorate of Education in Baghdad, for the first semester of the academic year (2014-2015), and for chapters (IIV, IV, and V) of the math book scheduled for the fifth primary grade, section (B) consisting of 34 pupils were selected to be the experimental group, and section (A) consisting of 31 pupils were selected to be the control group. The researcher adopted the experimental method for two equal groups with posttest. Both groups were equalized on variables (test prior knowledge, previous achievement, intelligence test, age calculated in months, and educational qualification of the parents). The researcher prepared two tests, one of them achievement Post-test consisting of 25 objectivity items with four distructors, and the other is Innovation Thinking test consisting of 15 items. The validity and reliability were verified, the difficulty level and the discrimination power and the effectiveness of wrong alternatives were calculated. The researcher used the equation of Cooder-Richard -son (K-R20) to calculate the stability coefficient of achievement test which reached 0.86, and the equation of alpha-Cronbach to calculate the stability coefficient of the Innovation Thinking test which reached 0.85, and used (t-test) for two independent samples for data processing. The results were as follows: 1) There is statistically significant difference at the level of 0.05 between the mean scores of pupils of the experimental group and the control group in the achievement test for the experimental group. 2) There is statistically significant difference at the level of 0.05 between the mean scores of pupils of the experimental group and the control group in The Innovation Thinking test and in all its skills (fluency, flexibility and originality) for the experimental group. On the light of the results, the current study recommends the following: 1) Interest in Modern Teaching Strategy and in Constructivist Learning Strategy (CLS) should be considered it in the Method of Teaching Mathematics Material at colleges of education as effective strategy in teaching Mathematics. 2) Adopting Constructed Learning Strategy (CLS) by Teachers and supervisors in Teaching Mathematics through training courses held during the service. The researcher presented several suggestions conducting similar study for using Constructivist Learning Strategy (CLS) for other grade and in different Material and in other variables like Critical Thinking and solving problems. (Author’s abstract)