The Effect of Using Polya's Strategy to Solve Mathematical Problem on the Ability of Fifth-Grade Students and their Attitudes Towards Solve it, in Nablus UNRWA Schools

This study aimed to investigate the effects of using Polya's strategy to test the ability of the fifth grade students in solving mathematical problems and their attitudes, in schools of UNRWA in the area of Nablus. This study aims specifically to answer the following questions: - What was the effect of using Polya's strategy in resolving the mathematical problems on the ability of the fifth grade students in UNRWA schools? - What were the attitudes of the fifth grade students in UNRWA schools in the area of Nablus towards the use of Polya's strategy in solving mathematical problems? - What was the relationship between the ability of students to solve mathematical problems and their attitudes towards solving mathematical problems on fifth graders UNRWA schools of Nablus educational? To answer these questions and to test its hypotheses, the researcher used quasi-experimental design, and she applied the study on a sample of fifth-grade students in the schools of UNRWA in Nablus. The researcher has chosen two divisions of the fifth grade in Balata basic School for boys in which the researcher works as a teacher. The researcher has chosen randomly one division as an experimental sample .Students who are in which have been trained on the use of Polya's strategy for solving mathematical problems, the other division has been trained in the normal way, and that was through the second semester (2014-2015). The following tools have been applied: 1. A test including mathematical problems was prepared by the researcher to measure the ability of students to solve mathematical problems. The researcher has classified the questions in the normal fractures unit into three types: questions resolved through one-step, questions resolved through two-steps and questions resolved through three steps or more. Accordingly, the questions of the test are put in rates to work with what is in the book's unit. The test may be in its final form of nine questions to cover three types. To investigate the sincerity of the test, it was presented to a committee of arbitrators with experience. Its reliability coefficient was calculated to be (0.85). 2. Trends questionnaire in order to determine the effect of teaching Polya's strategy on students' attitudes, and to verify the veracity of the questionnaire's content, it has been presented to a group of arbitrators. The reliability coefficient value was (0.78). Data have been addressed by using unilateral variation analysis; to indicate the significance of differences between the averages of the two sets of signs of the study (experimental and control) to test problem-solving (collection) of the three types of problems (problems resolved by step, two steps, three steps above) contained therein. In addition, by using (t-test) for two independent groups; to demonstrate the significance of differences between the averages of trends of the two groups. The study finds the following results: 1. There were statistically significant differences at the significance level (α ≥0.05) between the averages of college students' marks at problem-solving test due to the method of solution (polya's strategy, regular way), for the benefit of experimental group which studied the problem-solving in unit fractions using Polya's strategy, and this includes the following results: a. There were statistically significant differences at the significance level (α ≥0.05) between the averages of the total marks of students in the problem-solving test due to the method of problems solving (polya's strategy, regular way), and that for the experimental group which studied solving problems in the unit of regular fractions using Polya's strategies. b. There were statistically significant differences at the significance level (α ≥0.05) between the averages of students' marks to solve the problem-solving test in the two-step test to resolve the problems due to the method of teaching (polya's strategy, regular way), and that for the experimental group. c. There were statistically significant differences at the significance level (α ≥0.05) between the averages for signs of students due to the method of teaching (Polya's strategy, regular way), and that for the experimental group in the problems resolved in three steps further. 2. There were statistically significant differences at the level of (α ≥0.05) for most of the paragraphs of the resolution and the differences for the experimental group, and indicate significant differences to the existence of a positive impact of the Polya's strategy trends in the experimental group. 3. There were statistically significant relationship at the level of significance (α ≥0.05) between the ability of solve mathematical problems, and the trend towards solving of the fifth grade students in UNRWA schools in the area of Nablus. In light of these results the researcher recommended the following: Firstly, It is very important to focus on a clear and specific strategies steps when teaching solving mathematical problems both in the courses or in schools. Secondly, develop new strategies to take into account the various grades of student. Teacher should spend more time in solving the mathematical problems because it is extremely important for mathematic students.