أثر استخدام إستراتيجية النمذجة في التحصيل والتفكير الهندسي لدى طالبات الصف الثاني المتوسط
The recent research aims to identify the impact of modeling strategy in the Achievement of second grade girl students and their geometric thinking in mathematics. To achieve the goals 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 mean scores of students who were studying according to the modeling strategy and the mean scores of students who were studying according to the traditional method of teaching in the achievement test. 2) There is no statistically significant difference at the level of significance 0.05 between the mean scores of students who were studying according to the modeling strategy and the mean scores of students who were studying according to the traditional method of teaching in geometric thinking test. There for, The sub- null hypotheses are derived: A) There is no statistically significant difference at the level of significance 0.05 between the mean scores of students who were studying according to the modeling strategy and the mean scores of students who were studying according to the traditional method of teaching at the cognitive level of geometric thinking levels. B) There is no statistically significant difference at the level of significance 0.05 between the mean scores of students who were studying according to the modeling strategy and the mean scores of students who were studying according to the traditional method of teaching at the analytical level of geometric thinking levels. C) There is no statistically significant difference at the level of significance 0.05 between the mean scores of students who were studying according to the modeling strategy and the mean scores of students who were studying according to the traditional method of teaching at the ordinal level of geometric thinking levels. D) There is no statistically significant difference at the level of significance 0.05 between the mean scores of students who were studying according to the modeling strategy and the mean scores of students who were studying according to the traditional method of teaching at the Deductive level of geometric thinking level. 3) There is no correlation statistically significant at the level of significance 0.05 between the scores of the experimental group students in achievement test and geometric thinking test. The sample consisted of 69 female students from the second grade at Dijla secondary school for Girls which belong to the Directorate of Education in Baghdad/ the first Karkh ,for the second semester of the academic year (2013-2014) m, and Chapters VI, VII, and VIII of the math book scheduled for the second grade, section (A) consisting of 35 were selected to be the experimental group who were taught math material by modeling strategy, and section (C) consisting of 34 were selected student to be the control group, who were taught math material by traditional method. The researcher adopted a partial control designs with post test for both groups and used the experimental method. Both groups were equalized on the variables (test prior knowledge, previous achievement, intelligence test scores, age calculated in months, educational qualification of the parents). Having formulated behavioral objectives, the researcher studied both groups. These objectives covered the levels of (remembering, comprehension, application, analysis, synthesis) in Bloom’s classification and the number of these objectives reached 112. The researcher prepared 37 lesson plan for each group included research topics, and prepared two tests, one of them achievement post-test consisting of 30 items, and the other is geometric thinking test consisting of 30 items, The validity and reliability were verified, The difficulty level and The discrimination power and The effectiveness of wrong alternatives for both test were calculated. The researcher used the equation of Cooder- Richardson (K-R20) to calculate the reliability coefficient of geometric thinking test, and the equation of alpha - Cronbach to calculate the stability coefficient of the achievement test, the researcher also used the (t-Test) for two independent samples for data processing. The results were as follows: 1) there is a statistically significant difference at the level of significance 0.05 between the mean scores of students of the experimental group and the control group in achievement test and in geometric thinking test and at every level of geometric thinking levels. 2) there is a direct correlation between achievement test scores and geometric thinking test scores for experimental group students. The researcher concluded that the adoption of modeling strategy have a positive impact in achievement and geometric thinking in mathematics, the researcher made several recommendations, including that teachers of mathematics should depend on modeling strategy in teaching because of its positive impact on the achievement and the development of geometric thinking, and encourage teachers to pay attention to the teaching thinking as an mental activity that helps to move the learn into the application. The researcher presented several suggestions, including conducting an identical study of the current study and to other phases of study and to different subjects, conduct a study on the use of modeling strategy in other variables like critical thinking and concepts acquisition and ability to solve problems. (Author’s abstract)