الفهرس 
الباب الاوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 325 |  |  |
| | | from | 325 | | |
المستخلص
Introduction:
It is an acknowledged fact Lhat solid geometry is so important that it does not only help develop the faculty of imagination and the three-dimen-
An space perception but it also helps train in acquiring
:e fundamentals of mathematical proof and develop an app-ropriate style of thinking that can be trans ferred to every-day life situation.
But it is found unfortunately that student achi-evement in this important branch of mathematic is low. This is validated through reviewing exam scores and previous work literature. There are difficulties that face students and have an effect on their achievement. As the most important
of these is the traditional method of teaching which does not presenting the theorem followed by some drills and exerci-ses,the researcher attempts,in the present study to set a new method that depends on using fundamentals of mathematical proof and bases of mathematical structure. Questions of the study:
The present study attempts to answer the following question:
- To what extent are components of mathematical structure
4
- 2 -
and the guided-discovery method effective in teaching solid geometry?
Under this question come the following sub-question:
1)How can theorems of second year secondary solid geometry beprepared according to fundamentals mathematical structure and guided discovery prepared?
2)How can aseries of lessons based on fundamentals of
mathematical structure and guided discovery prepared?
3 )What is the effeot of teaching these lessons on second-
Year secondary school Students achievement? Hypotheses of study:
I) There are no significant statistical differences between mean scores of both group students(experimental and control ) on the achievement test at the level of
recall?
2) There are no significant statistical differences between mean scores of both group students at the level of comprehension.
3)There are no significant statistical differences between mean scores of both groups at the level of application.
4)There are no significant statistical differences between mean scores of both groups at the level of analysis.
- 3 -
5) There are no significant statistical differences between
mean scores of both group on overall achievement. Procedure:
To carry out this study the following steps
are taken:
- Reviwing literature and previous work related to the
present study.
- Preparing teaahingplan (of six thearemis)according to
fundamentals of mathematical structure and guided discovery and presenting it to a panel of jury
for validation.
- Designing an achievement test and proving its validity
and reliability.
- Selecting a sample of secondary school students (in
Kilyobiya Governorate), dividing them into two groups: experimental and control and teaching them according
the guided discovery method and the traditional method
respectively.
- Post-testing both groups at the end of the experiment.
- Treating results statistically using T-test.
Findings of the study:
The findings of the study reveled
the following:-
1)There are significant statistical differences between mean scores of both group students: experimental and control at the(.01)1evel of confidence on the achieve-ment test ( recalloomprehension, application and ana-lysis) for the experimental group students.
2)There are significant statistical differences between mean scores of both groups at the(.01)1evel of confidence on the overall achievement for the experimental group
students.
3)The first, secondothird,fourth and fifth null hypotheses are hot retained as there appeared differences between mean scores of both groups on each level of achievement test
and on overall achievement.