مهارات التفكير البصري الرياضياتي لدى طلبة المرحلة المتوسطة

Abstract

    The present study endeavors to ascertain the proficiency of visual mathematical thinking skills in middle school students, with a focus on gender differences. Various hypotheses were postulated in order to fulfill the research aim. The study sample comprised 400 students, both male and female, from the First Al-Karkh Directorate of Education. A measurement instrument was devised in the form of a test consisting of 20 items distributed among five skill domains: shape recognition and characteristics, shape analysis, connecting relationships in shapes, perception and resolution of ambiguity, and extraction of meaning. Upon completion of statistical analyses, the subsequent deductions were drawn:

1. The sample population under study demonstrates insufficient competence in visual mathematical thinking skills.
2. Both male and female students (the study sample) manifest analogous visual thinking proficiencies.

Based on these outcomes, the ensuing suggestions and propositions were posited: Suggestions:

1. Advocate for the integration of activities and tasks pertaining to visual thinking skills within the curriculum of middle school mathematics.
2. Engage mathematics educators in training sessions focusing on visual thinking techniques. 3. Harness educational materials, visuals, and tangible shapes to augment the visual thinking capacities of students.

Proposals: 1. Introduce contemporary pedagogical approaches in mathematics instruction and evaluate their efficacy in fostering visual thinking. 2. Undertake analogous research endeavors exploring the association between visual thinking skills and other variables.