The Effect of Instructional Program Based on Mathematical Power on Achievement and Mathematical Thinking Among Seventh Grade Students in Nablus Governorate

This study aimed to identify the effect of using an instructional program based on mathematical power on achievement and mathematical thinking. The study basically tried to answer the question: What is the effect of using an instructional program based on mathematical power on achievement and mathematical thinking among 7th grade students in Nablus governorate? The study sample consisted of (60) female students from the 7th Grade of Elementary Rafidia School for Girls in Nablus, were divided randomly into two groups, the experimental group and the compared group. The experimental group had studied by using the instructional program based on mathematical power. While the compared group had studied the same unit by using the traditional approach of teaching in the first semester 2014/2015. The study tool consisted of two tests, achievement test in mathematics, and a test the mathematical thinking. The researcher had been achieved the sincerity and reliability of the two tests. The researcher used the accompanying analysis of variance (ANCOVA) to check the hypotheses of the study, and also calculate the Pearson correlation coefficient between the experimental group marks in the post test to find out the relationship between mathematical thinking and student achievement. Findings indicate the existence of a significant statistical difference at the significance level (α ≥ 0.05) between the arithmetic means marks of the two groups of students on the achievement tests and mathematical thinking, and this difference is due to instructional program based on mathematical power on achievement and mathematical thinking, and in favor of the experimental group students. The results also showed a positive relationship between mathematical thinking and achievement. The study recommended the need for the training of mathematics teachers on education according to mathematical power as a way of teaching, and the reformulation of educational materials for the basic stage in line with the dimensions of mathematical power, and the ability to develop mathematical thinking among students because of its prominent role in addressing the weakness of achievement in mathematics.