# Positive thinking and its relationship to mathematics enlightenment among students of the Department of Mathematics in Faculty of Basic Education

## Keywords:

Keywords: Positive thinking, Mathematical Enlightenment .## Abstract

**Abstract:**

The research aims at identifying the relationship between positive thinking and mathematical enlightenment among students of the Department of Mathematics. The research sample consists of (265) male and female students from the third stage of the academic year (2021/ 2022 AD). To achieve the objectives of the research, the two researchers prepared a scale to measure positive thinking in mathematics. In its initial form, it consists of (27) items distributed over three areas: (self-esteem) problem solving, decision making) and the three alternatives (applicable to me / to some extent / not applicable to me) Its apparent that sincerity is verified by presenting it to a group of arbitrators, consisting of professors specialized in science, educational and psychological sciences. Its validity and stability are verified, as its reliability coefficient reached (0.87), and the data are treated statistically by using one omit and two independent samples, (z-test), arithmetic averages, Pearson correlation coefficient and )z-test(

It reaches the following results:

- The third stage students in the Department of Mathematics possess a high level of positive thinking.

The third stage students in the Department of Mathematics have a good level of mathematical enlightenment in mathematics.

- There is a positive and statistically significant correlation between positive thinking and mathematical enlightenment in mathematics among third-year students in the Department of Mathematics.

In light of the results of the research omit reached, the two researchers draw up a set of conclusions , recommendations and proposals, the most important of which are:

1) The necessity of knowing the level of mathematical enlightenment that students possess, in order to employ it in directing students towards academic practices that are compatible with their intelligence and encouraging them to invest it effectively in the educational process.

2) - The necessity of conducting studies showing the importance of teaching positive thinking skills to mathematics teachers in the secondary stage and showing its impact on their mathematical enlightenment.

## Published

## How to Cite

*مجلة أبحاث الذكاء*,

*16*(34), 381–406. Retrieved from https://iru.uomustansiriyah.edu.iq/index.php/intel/article/view/439