الفهرس 
مستخلص الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Problem of Study : Due to the poor achievement of second grade students in mathematics in general, and in geometry in particular, and also as a result of the views of many experts and researchers regarding Reigeluth’s Elaboration theory and its effectiveness in the teaching / learning process, the researcher attempted to identify the effectiveness of using Reigeluth’s Elaboration theory in geometry teaching in developing reasoning thinking and learning effect retention among preparatory stage students . therefore , the present study attempted to answer the following questions:
• How effective is the use of Reigeluth’s Elaboration theory in geometry teaching (the “triangle congruence” unit) in developing learning effect retention among preparatory second grade students?
• How effective is the use of Reigeluth’s Elaboration theory in geometry teaching (the “triangle congruence” unit) in developing reasoning thinking among preparatory second grade students ?
Procedures :
To answer the above questions, the researcher analyzed the content of the “ triangle congruence “ unit in the geometry syllabus of preparatory second graders to identify the learning aspects (concepts, generalizations, and skills ) and presented her analysis to a jury to validate it. Then the researcher designed the “congruence” unit based on the steps of the elaboration theory, and the student’s book were prepared in accordance with the elaboration theory. An achievement test was also constructed and presented to a jury. Then, the pilot experiment was conducted to adjust the achievement test and standardize the reasoning thinking test.
The achievement pre-test and the reasoning thinking pre-test were administered. Then the control group studied the chosen unit using the traditional method while the experimental group studied the same unit using Reigeluth’s Elaboration theory. The achievement post-test and the reasoning thinking post-test were administered to the two groups under study. A delayed post-achievement test was also administered on the two groups under study using the appropriate and available statistical methods to compare the differences between the mean scores of the two groups and their statistical significance.
Results:
The results of the present study indicated that the experimental group surpassed the control group in learning effect retention and reasoning thinking as a result of using Reigeluth’s Elaboration theory in geometry teaching.