الفهرس 
الفصل الأول: الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
In light of the technological revolution, basic science has become of great importance in our lives, so it has become necessary to pay attention to the teaching of mathematics and science and the ways to facilitate them for students in order for a generation to have a great deal of understanding with them, as it is known that mathematics is involved in all aspects of natural sciences, and despite the extreme importance that this subject constitutes, except that it constitutes the greatest challenge for a large percentage of male and female students in all Throughout the world, and this is not due to being a difficult or incomprehensible subject as much as it is due to the lack of easy and simple access to mathematical information for students. The general goal of education as a whole and included in that education of mathematics is to prepare the individual for public and private life to benefit his community and himself, so you have to be life and mathematical skills, including a sense of numerical skills and mathematical communication.
Numerical Sense: It is one of the types of mathematical sense that focuses on the numerical system and aims to develop students ’general perception of the number and calculations on it, and realize the size of the number and compare it to other numbers, and flexibility in developing multiple strategies for mental calculation and approximate estimation all of this appears in the performance of students through an active environment and mathematical structure characterized by the interdependence of different calculation methods.
Mathematics education goals today also include mathematical communication Mathematical Communication where the report refers to school mathematics standards issued by the National Council of Mathematics Teachers in the United States of America to develop mathematical communication among students at all different academic levels, and mathematical communication has identified one of the five criteria for mathematics education.
The Wheatley model is one of the problem-based learning models, and it is one of the teaching methods that derives from constructivism theory. Wheatley has developed for his model three stages: tasks, groups, and sharing. The relationship between them is the relationship of the year to the private, so there is no difference between them except in determining the steps for implementing the lesson.
Wheatley has knowing, which has been used for other mathematics educational reforms, it is assumed that knowledge cannot be transmitted but must be constructed by the learner. Students have their personal experiences, which rely in this constructive process. Each person has his unique experiences that conforms with other’s experiences. So, Students is only an individual process. There are activities that motivate Students to work together tosolve any problem, listening, explanation and challenge with schoolmates, provide possible adequate educational opportunities.
Problem of research:
The current research problem is determined by the low numerical sense and mathematical communication skills of the second preparatory grade students and to address this problem, the current research attempts to answer the following main question:
What is the effect of using the Wheatley model on developing some numerical sense and mathematical communication skills for middle school students?
This question answered by answering the following sub-questions:
1. What is the effect of using the Wheatley model on developing numerical sense skills for second-grade middle school students?
2. What is the effect of using the Wheatley model on developing mathematical communication skills for second grade middle school students?
Objectives of research:
The aim of research is to:
1. Examining the effect of using the Wheatley model on developing numerical sense skills among second grade middle school students
2. Examining the effect of using the Wheatley model on developing mathematical communication skills for second grade middle school students.
Significance of the research:
The importance of the current research is as follows:
• For the teacher:
- Current research can help the teacher through introducing a teaching method that may help in developing numerical sense and mathematical communication skills for second-year middle school students in the unit.
- Contribute to the dissemination of a culture of standards, especially standards for mathematical communication and numerical sense, and teaching mathematics in its light among teachers, which helps add good experiences to them in their professional lives.
• For mathematics instructors: they may be able to use this model to guide teachers in developing numerical sense and mathematical communication.
• For those in charge of teacher training: They may be able to benefit from the results of this research when building their training programs so that the content of these programs includes the use of the Wheatley model in teaching this unit.
• For curriculum developers: Curriculum developers can benefit from the results of this research in reviewing the curriculum and rebuilding it based on the Wheatley model and presenting it in a way that develops numerical sense and mathematical communication skills for students.
Limitations of the research:
The current search was limited to:
• A group of preparatory second-graders at the Adawah Educational Administration in Mina Governorate, where the research experience is applied to them during the school day, in coordination with the school administration.
• The unit (the real numbers) in the book of mathematics prescribed for second-year middle school students in the first semester of the academic year 2019/2020.
• The time plan set by the Ministry to teach the aforementioned unit for the academic year 2019/2020.
• Numerical sense skills. (Judgment on the reasonableness of the result - use of mental calculation of the results of operations on numbers - using the approximate estimate of the results of operations on numbers - awareness of the absolute and relative quantities of a number - representation of numbers, awareness of the relative impact of operations on numbers).
• Mathematical communication skills.
Methods of the research:
• In light of the nature of the current research, the semi-experimental approach was used using the experimental and control groups model, by applying a test in numerical sense and two tests in mathematical communication before the two groups, then teaching the students of the experimental group using the Wheatley model and teaching to the students of the control group using the usual method, then applying the tests Then.
Produres of the research:
To answer the research questions, the following procedures were followed:
• To answer the research questions, the following procedures were followed:
• Seeing educational literature, research and previous studies related to The Wheatley Model, Numerical Sense, and Mathematical Communication.
• Prepare an initial list of numerical sense skills.
• Prepare an initial list of sports communication skills.
• Presenting the two lists of numerical sense skills and mathematical communication to the arbitrators for their opinions.
• Adjust the lists of numerical sense skills and mathematical communication according to the opinions of the arbitrators and arrive at the final image.
• Preparation of research tools, which are the numerical sense test and the mathematical communication test.
• Presenting research tools to the arbitrators to express their opinions and determine their suitability for implementation.
• Adjust the research tools according to the opinions of the arbitrators to arrive at the final image of each tool.
• Adjust the search tools by calculating the stability factor for each instrument, and determine the response time for each instrument, by applying each tool to a group of third preparatory students.
• The selection of the research group (experimental and control) from the second preparatory grade students in the educational enemy administration in Mina Governorate, and the experimental group in the mental school of basic education was chosen, and the control group in Sheikh Masoud preparatory school 1.
• Ensure that the two groups are equal before experimenting.
• Preparing the teacher’s guide to teach the real numbers unit and prepared according to the Wheatley model.
• Present the evidence to the arbitrators to express their opinions and determine its suitability for implementation.
• Adjust the teacher’s guide according to the opinions of the arbitrators and arrive at the final image.
• Apply the search experience according to the following steps:
- Tribal application of research tools (numerical sense test and mathematical communication test) to the two research groups (experimental and control), to control variables and ensure the equality of the two groups.
- Teaching the real numbers unit of the experimental group using the following model, and teaching the control group using the usual method.
- - Post-application of research tools (numerical sense test and mathematical communication test) on each of the two groups (experimental and control).
• Correct pupils ’answers to numerical sense tests and mathematical communication.
• Statistical data processing.
• Quantitative analysis of results, their interpretation and validity of research hypotheses.
• Providing some recommendations and proposals in light of the results of the research results
Hypotheses of the research:
Research hypotheses are determined in the following hypotheses:
• There is a statistically significant difference between the mean scores of students of the experimental and control groups in the dimensional measurement of the numerical sense test in favor of the experimental group.
• There is a statistically significant difference between the mean of the group and the students ’mean scores in the post-measurement of the mathematical communication tests (reading - writing) in favor of the experimental group.
Results of the research:
The search ended with a number of results, the most important of which are:
• There is a statistically significant difference between the mean scores of the experimental group students and the control group in the dimensional measurement of the numerical sense test as a whole and in each major skill separately for the benefit of the experimental group students.
• There is a statistically significant difference between the mean scores of the experimental group students and the control group in the post-measurement of the mathematical communication tests (reading - writing) for the benefit of the experimental group students.
Recommendations of the research:
In light of the results of the current research, some recommendations can be presented, which may be useful in the field to which the research is related, namely:
- Reconsidering the content of mathematics curricula at various academic levels in light of the international standards for school mathematics, so that it includes activities that develop mathematical communication skills and different numerical sense.
- Reconsidering the content of mathematics curricula at various academic levels, so that the methods of their teaching followed have a Wheatley model.
- Attention to enrich the textbooks with open tasks, with their role in developing mathematical communication skills and various numerical sense.
- Holding seminars, training courses and workshops for mentors and teachers in the field of mathematics teaching to get to know a model that follows with its stages, and clarify its advantages and how to use and employ it in teaching mathematics in its various branches.
- Training teachers of mathematics in planning and implementing activities to develop mathematical communication skills and numerical sense among students at different educational levels, if this precedes their study of the theoretical background for both mathematical communication skills and numerical sense.
- Training of student teachers in the Mathematics Division (Basic Education - General) in planning and implementing activities to develop mathematical communication skills and numerical sense among students at different educational levels.
- Training teachers students with a mathematics section (basic education - general) on Wheatley model in its phases, clarifying its advantages and how to use and employ it in teaching mathematics with its various branches.
- The need for mathematics teachers to pay attention to developing mathematical communication skills and numerical sense among their pupils at different academic levels through school math lessons activities.
- Mathematics teachers use the Wheatley model in teaching different branches of mathematics at different educational stages, because of its impact on developing mathematical communication skills and numerical sense.
Suggestions of the research:
In light of the results of the current research, it is possible to suggest the following research:
- Studying the effect of using the Wheatley model for teaching mathematics in developing the engineering sense of middle school pupils.
- Studying the effect of using the Wheatley model for teaching mathematics in developing the creative sense of middle school students.
- Studying the effect of using the Wheatley model for teaching mathematics in developing problem-solving skills for middle school students.
- Studying the effect of using the inverse class strategy in developing mathematical communication skills among high school students.
- Preparing a program based on mental arithmetic to develop mathematical thinking skills among primary school students.
- Preparing a program based on numerical sense and mathematical communication to develop mathematical thinking skills for prep students.
- Studying the effect of using geogebra in developing mathematical communication skills among high school students.
- Studying the effectiveness of using multiple intelligence strategies in developing numerical sense skills for middle school students.
- Preparing a program based on mathematical enlightenment to develop numerical sense skills among high school students.