أثر استخدام استراتيجية التدريس التبادلي على تنمية التحصيل الفوري والمرجأ والتواصل الرياضي لدى طالبات المرحلة الابتدائية
The current search aimed to investigate the effect of using the reciprocal teaching strategy on developing immediate and delayed achievement and mathematical communication among primary female students at Asir. The researcher adopted the quasi experimental with an experimental (N=34) and a control (N=32) group design. Pretesting aimed to make sure that both groups are equivalent in their entry level before intervention. Post-testing aimed to investigate the effect of the independent variable using reciprocal teaching on the independent variables (immediate and delayed achievement and mathematical communication. The results revealed that there are statistically significant differences at (0.01) level between the experimental and control groups’ mean scores in the administrations of the immediate and delayed achievement test and on each of the mathematical communication test. In the light of these results, some suggestions and recommendation are presented. (Published abstract)