فاعلية تدريس الرياضيات بإستخدام الخرائط الذهنية الإلكترونية في تنمية الإستدلال التكيفي لدى طلاب الصف الثالث المتوسط
The study aimed to investigate the effectiveness of teaching mathematics using electronic mind maps in developing adaptive reasoning (logical thinking, reasoning justification, and employing relationships between concepts or situations) among third-grade intermediate students. The study employed the quasi-experimental design. Electronic mind maps were used to teach the unit on radical equations and triangles to a purposive sample of (33) students in the experimental group from a Qur’an memorization school in the city of Rafha. Another 33 students were selected as a control group and were taught using traditional methods. A pre- and post-test for adaptive reasoning, consisting of forty-five (45) multiple-choice items, was administered. The validity and reliability of the test were confirmed using a pilot sample. The results revealed statistically significant differences in the post-test scores between the experimental group, which was taught using electronic mind maps, and the control group, in favor of the experimental group. These differences were observed in the overall test as well as in its sub-dimensions (logical thinking, reasoning justification, and employing relationships between concepts or situations). Additionally, significant differences were found between the pre- and post-test scores within the experimental group, favoring the post-test. The findings indicated a large effect size for the use of electronic mind maps, demonstrating their impact in enhancing adaptive reasoning. The study concluded with several recommendations, most notably the adoption of electronic mind maps in teaching mathematics, training mathematics teachers on their effective use, and working on developing teaching strategies that foster adaptive reasoning skills. (Published abstract)