The Effect of Teaching Mathematical ProficiencyProgram on Achievements and Mathematical Thinking of the 7th Basic Grade Students in Qalqeelia Governorate

This study aimed to identify the Effect of an Educational Instructional Program based onmathematical proficiency in thinking and mathematical achievement, more specifically the study aimed to answer the following main question: What is the Effect of Educational Instructional Program based on Mathematical Proficiency on Achievement and Mathematical Thinking of the 7th Basic Grade Students in Qalqeelia Governorate? In order to answer study question and test hypothesis emanated from it, the researcher used the Quasi-experimental approach, as the study population consisted from 7th grade female students, and the study was conducted on a sample chosen intentionally consisted from (69) female students of the 7th grade from the Martyr Fatima Ghazal Basic School for girls. The study sample was divided into two groups, experimental group taught using anEducational Instructional Program based on Mathematical Proficiency, and the other is a control group taught using the traditional teaching methods throughout the first semester of the educational year (2015/2016). The study tools consisted of two tests, one of them is an achievement test in mathematics, and the other is a test of mathematical thinking, and the tests’validity was by presenting them to a group of arbitrators and its reliability coefficient was (0.78). The researcher used (ANCOVA) in order to test study hypothesis, also the researcher calculated the Pearson correlation between the experimental group marks in the post-test in order to identify the relationship between thinking and mathematical achievement, and the study had the following results: 1. There are statistically significant differences at ( α≤ 0.05) between the averages of marks of 7th grade students who were learned the unit of exponential proportion and reverse proportion using the traditional method (the control group), and the marks of the 7th grade students who learned the same unit teaching mathematical proficiency program (experimental group). 2. There are statistically significant differences at (α ≤ 0.05) between the averages of marks of the achievement tests of 7th grade students who were learned the unit of exponential proportion and reverse proportion using the traditional method (the control group), and the marks of the 7th grade students who learned the same unit teaching mathematical proficiency program (experimental group), and the differences was in favor of the experimental group. 3. There exists a statistically significant difference between achievement and mathematical thinking for 7th basic grade female students in the experimental group, which means that there is a strong positive correlation between educational achievement and mathematical thinking. The researcher recommended the necessity for training mathematics teachers throughout the preparation of training courses on teaching using mathematical proficiency program as a teaching method because of what positive effects it has on the learning process. There is a necessity to revise mathematics curriculumsin order to go in line with the components ofmathematical proficiency. And finally directing teacher’sattention to the importance of mathematical proficiency in teaching in order to increase student’s motivation and interest in mathematics.