The present study aimed to examine the impact of using conceptual mapson algebraic achievement and the development of mathematical thinking skillsamong seventh grade basic students in the Southern Educational HebronDirectorate.To achieve the objectives of the study, quasi experimental methodwas employed where the study was applied to a sample of (127) studentsdistributed on (4) sections in two schools, two for boys and two for girls.Thestudents are from the seventh grade during the second quarter of the scholasticyear 2014/ 2015.A male section and a female section were randomly selectedto represent the experimental group and were taught using conceptual mapsstrategy.Another male section and a female section were selected to representthe control group and taught using the traditional method.The analysis of the algebraic achievement test and mathematical thinkingtest in the pre and post applications using the analysis of the ANCOVAtest showed that there are statistically significant differences at the levelof significance (a≤0.05) between the two means of students’ achievementon the post algebraic achievement test for the benefit of the experimentalgroup students and in favor of male students, while the differences were notsignificant in accordance with the interaction between the variables of groupand gender.3. There are statistically significant differences at the level (a≤0.05) betweenthe two means of students’ marks on the post mathematical thinking testfor the benefit of the experimental group students, while the differenceswere not significant according to gender.
Rayan, Adel Atyah
"The Impact of Using Conceptual Maps on Algebraic Achievement and the Development of Mathematical Thinking Skills among Seventh Grade Basic Students,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 4
, Article 1.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol4/iss16/1