The Effect of Using the Generative Model on the Acquisition of Mathematical Concepts and Problem Solving for 7th Grade Students in Light of their Logical Thinking

Abstract

This study aimed at clarifying the effect of using the Generative Model on the acquisition of mathematical concepts and problem solving for 7th grade students in light of their logical thinking. A sample of 71 seventh graders was selected and divided into two groups, by random selection: an experimental group of 36 students and a control group of 35 students. Instructional material for the unit of Algebra was prepared for the experimental group in accordance with the Generative Model, and its validity was verified by arbitration. An acquisition of mathematical concepts test, a mathematical problem solving test and a logical thinking test were developed and were valid and reliable. The results showed statistically significant differences in favor of the experimental group, in both the acquisition of mathematical concepts and in solving mathematical problems. The results also showed statistically significant differences in both the acquisition of mathematical concepts and solving mathematical problems due to the interaction between the teaching method and the level of the logical thinking. In light of these findings, the study recommended the need for holding workshops to introduce the model and to train teachers to use it, and urged them to employ it in teaching mathematics. Also, the study recommended researchers to study the impact of this model on other variables and at different academic levels.