فاعلية نموذج البنية المعرفية لتدريس الرياضيات في تنمية مهارات التواصل الرياضي لدى تلاميذ المرحلة الإعدادية
The purpose of the current research was to identify the effectiveness of the cognitive structure model to teach mathematics on development of skills of mathematical communication among the preparatory school students. To achieve the research objectives, the researcher used the quasi-experimental approach. The study tools consisted of a test in mathematical communication skills in written communication skills, mathematical representation and mathematical reading, and enabling the application of research on a randomly chosen sample with a total of (113) students from the first preparatory grade students from Menshat Badawi El-Gedida School for Basic Education, the experimental group consisted of (57) students were taught using the cognitive structure of mathematics teaching model, and the control group (56) students were taught using the traditional teaching technique. The study reached to the following results: 1) There was a statistically significant difference (α≤0.05) between the average scores of posttest of mathematical communication between the experimental group that was taught using cognitive structure model of mathematics teaching and the control group that was taught using the traditional method in favor of the experimental group. 2) There was a statistically significant difference (α≤0.05) between the mean scores of the experimental group in the two applications (pre and post) to test mathematical communication skills in favor of post application. In the light of the obtained results, the researcher suggested a set of recommendations, the most important of which was the necessity of using the cognitive structure model in mathematics teaching aiming to the development of mathematical communication skills. (Published abstract)