المدخل البصري لحل المسائل الرياضية وأثره في تنمية الحس العددي والتواصل الرياضي
The study aimed at knowing the effect of using visual approach to solve mathematical problems in developing the number sense and mathematical communication of second grade middle .To achieve the aim of study six null hypotheses had been formed related to number sense and its fife field, The following four related with mathematical communication and its three field, The lasts hypotheses related activities of visual approach in developing both of number sense and mathematical communication. To verify the posed hypotheses, a sample of 77 students had been chosen from Almasudee second grade middle school in Mosul city for the academic year (2012-2013). The sample was distributed into two groups, the first one was the experimental group consisting of 38 students and the second one was the control group consisting of 39 students,. The two group had undergone the equivalence process in variable (intelligence, average and achievement in mathematics in first grade middle, the age, and the number sense, mathematical communication and the educational level of the parents) The experimental group had been taught according to visual approach to solve mathematical problems and the control group according in predominant method. The researcher had prepared the essential requirements of the study such as specifying the scientific subjects setting behavioral objectives of the specified subjects, preparing visually approach and teaching plans for both groups. To achieve the aim of the study, its required two instruments, and the first one is test the number sense consisting of 40 objective items, The second one test the mathematical communication consisting of 24 semi-article items, The test items characterized by validity and reliability. The difficulty level and the differentiability of the test items had been worked out and all of them were within the acceptable standers. The experiment was reliability applied starting from the first semester of the academic year 2012-2013. The sample students went through the pre-test of number sense and mathematical communication on (10&11/10/2012) and the experiment started on 16/10/2010 lasting for a whole semester with 5 lessons per week and 50 lessons for each group. The experiment was finished on (31/12/2013) after applying the two instruments on (8 & 9/1/2013). (Author’s abstract)