فاعلية وحدة تعليمية قائمة على التعلم المدمج في تنمية مهارات التفكير الرياضي لدى طالبات الصف الرابع الابتدائي
The study aimed to know the mathematical thinking skills that should be taught to fourth-grade female students. And knowing the effect of a teaching unit based on blended learning according to the design model (ADDIE) in developing mathematical thinking skills among fourth-grade female students in the mathematics course. The experimental approach was used, and the experimental design with the control and experimental groups was followed, so that the female students of both groups were subjected to a pre-test to verify the equality of the two groups, and then the experimental group was taught using blended learning, while the control group was taught in the traditional way, and then the female students of both groups were subjected to a thinking skills test the athlete. The study sample consisted of the fourth-grade classes in the thirteenth primary school in the city of Sakaka in a purposive manner due to the school being the researcher’s workplace, the availability of two classrooms from the fourth primary school, and the school administration’s cooperation with the researcher in providing what was necessary to conduct the study. The control and experimental groups were assigned randomly. Study tools used (content analysis card; educational unit according to the universal design model (ADDIE); mathematical thinking test). The statistical methods used in the study are the Pearson correlation coefficient. T-Test for differences between the means of two independent samples. And the Aita square to determine the size of the effect of the educational software. One of the most prominent results of the study is that employing blended learning in the educational process has great effectiveness in developing mathematical thinking skills and practicing aspects of meaningful learning in sports teaching and learning environments. This was demonstrated by the ability of the students of the experimental group to raise the level of mathematical thinking skills based on learning in the classroom and dialogue. Discussion, combining self learning and cooperative learning, and obtaining timely feedback, which maintains the impact of learning and works to address thinking and develop mathematical thinking skills. (Published abstract)