أثر توظيف نموذج كلوزماير في تنمية المفاهيم الرياضية والتفكير الرياضي لدى طلاب الصف الرابع الأساسي بغزة
This study aimed at finding out the Impact of employing Klausmeier model on developing mathematical concepts and mathematical thinking among elementary fourth grade students in Gaza. The study has been implemented on mathematics book, part one, of fourth grade class, namely on engineering and measurement unit. The researcher prepared two tools, the first one was content analysis for engineering and measurement unit and the second one was a test for mathematical concepts and mathematical thinking. The researcher designed the test items depending on content analysis. These items were firstly reviewed by experts, and then tested by a pilot sample to measure content validity and reliability using the following techniques; split-half method, the Kuder–Richardson Formula 20, and Guttman formula. The outputs resulted in creating two valid tests which were a concept test consisting of (21) items and mathematical thinking test consisting of (25) items. The study sample consisted of (70) fourth grade students selected from Abdelrahman Bin Auf Elementary School for Boys (B). The sample was selected randomly and divided into two sample groups. The first one consisted of (35) students as experimental sample group and the second one consisted either of (35) students as control sample group. The researcher adopted the two-group experimental design in conducting his study which included experimental group and control group. Study results: 1) There are statistically significant differences at the level of (α=0.05) between the mean scores of experimental group students and the mean scores of control group students in developing mathematical concepts test in all levels of educational objectives (remembering, understanding, implementing, higher skills) in favor of experimental group. 2) There are statistically significant differences at the level of (α=0.05) between the mean scores of experimental group students and the mean scores of control group students in developing mathematical thinking test in general and in the following skills in particular (induction, expressing in symbols, deduction, resolving the question) in favor of experimental group. The study recommends using Klausmeier model in developing mathematical concepts and mathematical thinking when teaching mathematics. This is in addition to use this model in preparing training courses for teachers concerning mechanisms and methods of using it in developing mathematical concepts and mathematical thinking that are already existed in the curriculum. (Author's abstract)