فاعلية استراتيجية التدريس بالواقع المعزز في تنمية البراعة الرياضياتية والتفكير البصري لدى طلاب المرحلة المتوسطة
This study aimed to identify the effectiveness of augmented reality-based teaching strategy on the development of mathematical proficiency and visual thinking among intermediate school students. The sample consisted of (60) intermediate class students from Al-Baha region where the experimental group consists of (27) students and the control group consists of (33) students. The researcher prepared the study materials, which are represented in the augmented reality through the use of the hp reveal application, teacher's guide, mathematical proficiency test and visual thinking test. The study revealed that there were statistically significant differences at the level of (0.01) for the experimental group in mathematics proficiency with all its skills (conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition, total mathematical proficiency) and high effect size scoredη2 (0.30, 0.34, 0.43, 0.56, 0.73, 0.58) respectively. The experimental group was superior at the level of (0.01) in the visual thinking of all its skills (identifying and description of the shape, shape analysis, linking relations in shapes, cognition and interpretation of ambiguity, and overall visual thinking) with a high impact size scored η2 (0.23, 0.25, 0.26, 0.19, 0.43) respectively. The study revealed a statistically significant correlation at the level of (0.01) between mathematical proficiency and visual thinking. (Published abstract)