Effect of the Use of Proof Without Words on Secondary Students’ Mathematical Thinking and Achievement

The present study aimed at investigating the use of the “proof without words” in teaching math on students' mathematical thinking and achievement. A scale of mathematical thinking was developed in this study. The scale consisted of 15 items, distributed over 3 dimensions: numerical reasoning, discovery of the pattern rule, and non-numerical reasoning. An achievement test comprising 20 items was also used. Validity and reliability of the two instruments were established. The subjects of this study were 153 first-secondary scientific stream students, selected from basic government schools in Nablus. Subjects were divided into two groups: an experimental group (76 students) and a control one (77 students). There were statistically significant differences between the mean scores of the two groups with regard to their mathematical thinking, and also with regard to their achievement in favor of the experimental group in each time. A number of recommendations were made in the light of these findings.