درجة توظيف المدخل البصري في تدريس الرياضيات لدى طلبة المرحلة الثانوية من وجهة نظر المعلمين والمعلمات في دولة الکويت

Shaaban, Ali Qasim Hamza Taqi; Al Bashir, Akram

doi:10.21608/jealex.2018.170727

درجة توظيف المدخل البصري في تدريس الرياضيات لدى طلبة المرحلة الثانوية من وجهة نظر المعلمين والمعلمات في دولة الکويت

Document Type : Original Article

Authors

¹ He holds a master's degree in curricula and teaching methods from the Faculty of Education, University of kuwait and head of the department of secondary mathematics Jaber al-Ali.

² Faculty member of the Faculty of Education Department of Curriculum and Teaching University of kuwait

10.21608/jealex.2018.170727

Abstract

      The aim of the study is to define the "degree if using of visual input in the teaching of mathematics among high school students from the point of view of teachers. This study is based on the analytical descriptive approach by developing a special questionnaire and applying it to a sample that includes all members of the study society in Mubarak Al-Kabeer Governorate. This society includes the teachers who teaches mathematics in the secondary schools of the Ministry of Education in Kuwait, which are (15) schools, including (8) schools for girls and (7) schools for boys.
     This study showed a high degree of using of visual input in the teaching of mathematics among high school students from the point of view of teachers .The results of the study showed that there were no statistically significant differences attributed to each of the teachers' gender, the academic qualification of the teacher, the number of years of experience of the teacher, and the job title of the teacher.
     The study recommended that the results should be distributed to all governorates of the State of Kuwait and that similar research be conducted on all educational levels in the State of Kuwait.

References

1. Bennett, A. B. and Maier, E. (1996) “A Visual Approach to Solving Mixture Problems” The Mathematics Teacher Vol. 89, No. 2, February, Pp. 108-111
2. Compbell, K.J. and Others (1995) “Visual Processing during Mathematical Problem Solving” Educational Studies in Mathematics, Vol. 28, No.2, Pp177-194
3. Diezman, C. (1991) “Effective problem solving” A study of the importance of visual representation and visual thinking.
4. Dilek, G. (2010) “Visual Thinking in Teaching History: Reading the Visual Thinking Skills of 12 Year-Old Pupils in Istanbul” Education 3-13, Vol.38,No.3, pp 257-274. (ERIC Document Reproduction Service No. EJ898020)
5. Dissertation, Drexel University. (ERIC Document Reproduction Service No. ED527871)
6. Furth, Hans, and Wachs, Harry. (1974) “Thinking Goes to School: Piaget’s Theory in Practice” New York, Oxford University Press.
7. Genovesi, J. (2011) “An Exploratory Study of a New Educational Method Using Live Animals and Visual Thinking Strategies for Natural Science Teaching in Museums” ProQuest LLC, Ph.D.
8. Haciomeroglu, E. and Selcuk, C. (2012) “Visual Thinking and Gender Differences in High School Calculus” International Journal of Mathematical Education in Science and Technology, Vol. 43, No. 3, pp 303-313
http://www.emis.de/proceedings/PME28/RR/RR006_Woolner.pdf
1. Jean Margaret Plough (2004) “Students Using Visual Thinking to learn Science in a Web-based Environment” Doctor of Philosophy, Drexel University.
2. Jennie Autermannmiami University. Vol. 31, No. 1, pp 70-85.
3. Longo, p.j. (2004) “What happens to student learn in when color is added to a new knowledge representation strategy?” Implications from visual thinking networking. Study of student understanding of the group D4. Simon Fraser University, ED Dubinsky, Purdue University
4. Mathewson, J. H. (1999) “Visual Spatial Literacy on Aspect of Science
5. National Council of Teachers of Mathematics (2000). Principles and Standards for school Mathematics. Reston, VA: NCTM.
6. Tatar, E. & Zengin, Y. (2016). Conceptual understanding of Definite Integral with GeoGebra. Computers in the schools, 33 (2), 120-132.
Upon Tyne, Uk.: from
1. Over looked by Educators Science Education” vol. 83, Issue 1, pp.33-54, Retrieved from: http://adsabs.harvard.edu/abs/1999SciEd..83...33M
2. Woolner, P, A COMPARISON OF A VISUAL-SPATIAL APPROACH AND A VERBAL APPROACH TO TEACHING MATHEMATICS, unpublished thesis, University of Newcastle.
3. Zazkis, R. (2000) “coordinating Visual Analytic Strategies astudy of Students Understanding of the Group D4” Simon Fraser University, ED Dubinsky, Purdue University, Jennie Autermann, Miami University Vol.31, No.1, pp 60-65.