The Effect of Applying Mathematical Thinking Patterns on 8th Grade Students' Achievement and Attitudes in Nablus Governmental schools

The study aimed to compare the effect of using patterns of mathematical thinking on the achievement and attitudes of 8th grade students in Nablus governmental schools. The study sought specifically to answer the following main question: What is the effect of using patterns of mathematical thinking on the achievement and attitudes of 8th grade students in Nablus governmental schools ? To answer this question and test its hypothesis, the study was conducted on a sample of (60) students in the basic eighth grade. A school was chosen purposefully to achieve the goal of the study. One class was chosen to form the experimental group whose members were (30) students which studied the training material supplied with the pattern of mathematical thinking. The control group studied the mathematical content using the traditional method, and its number was (30) students as well. For the purpose of equivalence between the two groups,the researcher used a pre-test in the study of (Hazim, 2011), whose validity and reliability were verified by referees. The value of the test reliability coefficient was (0.87). - The researcher also used the pattern of mathematical thinking-test built from previous studies and the questions in the University of Kent Center of Reasoning. The value of the test reliability coefficient was (0.77). The researcher moreover used the measurement of attitudes towards mathematics whose validity and reliability have been verified and its reliability was (0.83). The researcher also used post-test with a(0.83) degree of reliability. Data was analyzed using SPSS, and the statistical analysis showed the following results. - There was a significant difference at (α =0.05) in the means of achievement in math among 8th grade students between the experimental group and the control group on the total degree of the achievement test. The results were in favor of the experimental group. - There was a significant difference at (α =0.05) in the means of visual thinking of 8th grade students between the experimental group and the control group on the total degree of the achievement test. The results were in favor of the experimental group. - There were a significant statistical difference at (α =0.05) in the means of deductive thinking of 8th grade students between the experimental group and the control group in terms of mathematical thinking patterns. The results were in favor of the experimental group. - There were significant difference at (α =0.05) in the means of critical thinking of 8th grade students between the experimental group and the control group. The results were in favor of the experimental group. In light of these results the researcher suggested a number of recommendations,including: training students to employ the skill of justification in the learning process, trying to convince others of the validity of their answers, and the need to integrate mathematical thinking skills into the curriculum.