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mpact of modeling strategy in deductive thinking and the attitvde towards mathematics among students in the highschool stage | ||
| Journal Of Educational and Psychological Researches | ||
| Article 1, Volume 0, Issue 53, 2018, Pages 395-417 | ||
| Author | ||
| ayad Kadim Raheem al-Haydary | ||
| Abstract | ||
| The current research aims to identify the Impact of strategy of modeling in the of deductive thinking and the attitvde towards mathematics among students in the high school stage through check the following hypotheses: 1.There is no difference statistically significant at the level (0.05) between the scores mean of the experimental group students who have studied according to the modeling strategy and scores of control group students who have studied according to ordinary method in deductive thinking. 2.There is no difference statistically significant at the level (0.05) between the scores mean of the experimental group students who have studied according to the modeling strategy and scores of control group students who have studied according to ordinary method in the attitvde to wards mathematics among. The current research was limited to the scientific fourth grade students in junior high school formal day of the General Directorate for Educational Baghdad's Karkh district for the academic year 2015-2016. experience Was applied in the second covrse as it was the beginning of the actual teaching (6/3/2016) and the end of the actual teaching (27/4/2016) and to get results it have been processing the data statistically using T- test for two independent samples results showed of there is no difference statistically significant at the level (0.05) between the mean scores of the experimental group and control group in the test deductive thinking and attitvde scale towards mathematics and in favor of the experimental group, and in the light of the findings the researcher pvt a number of recommendations and proposals viable for research and study. | ||
| Keywords | ||
| mpact of modeling strategy in deductive thinking | ||
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