Collaboration Types of Grade 10 Students when Solving Enrichment Activities, their Difficulties and Methods to Overcome them

This study aimed to focus on the cooperation of tenth grade students in solving enrichment mathematical activities in order to find out the types of students' cooperation, the difficulties they face during their collaborative activity and then how they overcome these difficulties by answering the following main question: What are collaboration types of grade 10 students when solvin enrichment activities and what are the difficulties they face and howthey overcome them? So the researcher selected four groups of tenth grade students so that there re two groups of males and two groups of females. The researcher provided the groups by enrichment questions and requested from these groups to solve the problems. The researcher supervised the groups, followed up their cooperation and its types, discussed students about their ideas in some situations and photographed their work while resolving the enrichment questions. After that, the researcher analyzed the learning events of each of the four groups, so that she observed the behavior of students in each of the following learning processes: reading, understanding, analyzing and exploration the problem and planning to solve it, implementation of the plan and finally verification and validation the solution. The study answered to the following questions: (1) What are collaboration types of grade 10 students when solving enrichment activities? (2) What are the difficulties they face while solving enrichment activities in a collaborative way? (3) How they overcome these difficulties? The researcher found several results such as: students used negotiation mainly to find meanings about the mathematical problems, also in their attempts to resolve these problems, to have decisions relying on empirical evidence and sometimes relying on a student who have useful information about the problem. For the inter-subjectivity, the researcher found some words with special meanings for the students in their negotiation. the students agreed upon by students. About the difficulties faced by the groups, they often have a lack of development and progress in the solution. Students have overcome these difficulties either by negotiation between members of the group or by resorting to the researcher when non of the members of the group was able to help his/her group. The researcher recommends several recommendations, most important is to conduct further researches on enrichment activities specially in the Arabic studies since the number of the Arabic studies that addressed such a topic was little. Also to conduct further researches on solving activities using collaborative learning strategy. As well as students should be trained to solve mathematical activities in collaborative groups so that they reach together to the meanings of mathematical relationships and explain new phenomena. The researcher recommends adding enrichment problems to the mathematics curriculum as an activities outside of the textbook, and making a follow-up mechanism to the students that encourages them to solve such activities. Also Students must be aware of the necessity of these enrichment activities in developing their mathematical thinking and its importance in developing their ability to solve problems. The researcher also recommends providing an environment that has many sources for learning mathematics in the school and in the class.