تطوير وحدة تدريسية قائمة على المهمَّات الأدائية وأثرها على البراعة الرياضية والحوار التواصلي الإدراكي في الرياضيات لدى طلاب الصف الخامس
The present study was designed to examine the impact of teaching based on performance tasks on the mathematical proficiency and commognitive discourse among fifth graders. To achieve this, the tools of the study were prepared, and they included a developed instructional unit based on performance tasks, mathematical proficiency Test, Semi-structured interview and a structure code. The study consisted of (30) students, divided into two groups: the experimental group of (15) students, which was taught using the developed unit and the control group of (15) students which was taught using the traditional method. A random sample of (12) students was selected from both groups, (6) students from the experimental group and (6) students from the control group. The random sample was chosen to form the Simi-structured interview sample. The results have shown that there was statistically significant difference at the level of (α = 0.05) between the experimental and control groups in the mathematical proficiency test and in the productive disposition scale in favor of the experimental group. Also, the study found that there was a clear effect of the developed unit on the commognitive discourse and its components. The study recommended developing other units using performance tasks. (Author’s abstract)