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استراتيجية قائمة على محثات طرح المشكلة الهندسية في تحسين التحصيل ودافعية المثابرة لدى تلاميذ الصف الثاني الإعدادي

العنوان بلغة أخرى: Geometrical Problem Posing Prompts based Strategy in Improving Achievement and Persistence Motivation for Second Grade Preparatory Students
المصدر: مجلة كلية التربية
الناشر: جامعة بنها - كلية التربية
المؤلف الرئيسي: الرفاعي، أحمد محمد رجائي (مؤلف)
المؤلف الرئيسي (الإنجليزية): Elrefaie, Ahmed Mohamed Ragie
المجلد/العدد: مج28, ع110
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2017
الشهر: أبريل
الصفحات: 53 - 102
DOI: 10.12816/0053229
ISSN: 1110-2411
رقم MD: 816279
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: EduSearch
مواضيع:
كلمات المؤلف المفتاحية:
Geometrical Problem Posing | Achievement and Persistence Motivation
رابط المحتوى:
صورة الغلاف QR قانون

عدد مرات التحميل

128

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المستخلص: The current study problem was the problem of the weakness of the achievement of second grade preparatory students in geometry, and the presence is not enough of them interesting when thejr attempts to solve geometrical problems, and the rarely of their practices to processes problem posing, and therefore study aimed to demonstrate the effect of Geometrical problem posing prompts based strategy in improving achievement and persistence motivation for these students, the study sample consisted of students of two classes (n = 94) of the chasses of a government preparatory school boys: the experimental group (class 2/2, n = 48) and control group (class 2/3, n = 50), and use the experimental design of the type “Pretest- posttest Control Group design”. There was a positive impact of the strategy to improve achievement and persistence motivation at the level of significance ( 0.05) for the experimental group. There was not a relationship between achievement and persistence motivation. The study introduced recommendations to development of mathematics curriculum and the establishment of workshops and training programs for teachers about problem posing and suggested that future studies related to the problem posing processes in the different branches of mathematics and all mathematics learning classes.

ISSN: 1110-2411

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