أثر توظيف التدريس المتمايز في تنمية بعض مهارات الرياضيات والاتجاه نحوها لدى طالبات الصف الثامن الأساسي بغزة
This study aims to show the effect of employing differentiated instruction for developing some mathematics skills and the attitude toward mathematics among the eighth grade female students in Gaza. The study tools was Mathematics Skills Test, and Attitude toward Mathematics Scale. The sample of the study consisted of 70 female students from the eighth grade in Fahmi Al-Jerjawi elementary school for girls for the academic year 2015/2016. The researcher adopted the analytical descriptive approach for the analysis of the unit under study, and the empirical approach for the implementation of the study experiment. The most important findings of the study: 1) There are statistically significant differences at the level a=0.05 between the mean scores of the experimental group members and their peers in the control group in the post-test mathematics skills. 2) There are no statistically significant differences at the level of a=0.05 between the mean scores of the experimental group members and their peers in the control group in the attitude toward mathematics scale. The most important recommendations of the study: Holding continuous courses and workshops for mathematics teachers to train them on how to employ differentiated instruction strategies in mathematics in cooperation with professors from the faculties of education to supervise their performance and evaluate their success in applying differentiated instruction and providing guidance to them. (Author's abstract)