The Effect Of A Teaching Strategy Based On The Wallace Model On The Logical-Mathematical Thinking Of Middle School Female Students In Mathematics

Abstract

The current research aims to investigate the effect of a teaching strategy based on the Wallace model on logical-mathematical thinking among secondary school female students in mathematics. An experimental research approach was adopted, using an experimental design for two independent and equal groups with a post-test. The experiment was applied to a sample of (64) female students from the second intermediate grade at Al-Amasi Intermediate School for Girls, affiliated with the General Directorate of Education in the Second Rusafa. The research sample was distributed equally between the two research groups. Group (B) (31) was randomly selected to be the experimental group, while Group (D) (33) was the control group. Distribution was based on the following variables (previous achievement, prior knowledge, intelligence, and chronological age). A logical-mathematical thinking test consisting of (30) items was constructed, and its validity and reliability were verified and found acceptable. After completing the experiment, the logical-mathematical thinking test, the results showed that the experimental group students who studied according to the proposed strategy the control group students who studied according to the traditional method on the logical-mathematical reasoning test.