الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
SUMMARY
Research problem :
The research problem was limited in low level of primary
phase students in achievement in geometric concepts, this pushed the
researcher to try using task analysis and concepts mapping in
developing these concepts for fifth grade primary phase pupils.
To face this problem, one must answer the following questions:
1- What are the geometric concepts included in the unit of geometry
and measurement for fifth grade primary phase pupils?
2- What are the educational tasks to learn the geometric concepts
included in the unit of geometry and measurement for fifth grade
primary phase pupils?
3- What is the suggested framework for the unit of geometry and
measurement for fifth grade primary phase pupils using task
analysis? ,/
4- What is the suggested framework for the unit of geometry an~
measurement for fifth grade prim,ary phase pupils using concepts
mapping?
5- What is the effectiveness of teaching the unit of geometry and
measurement using task analysis in developing geometric concepts
for fifth grade primary phase pupils?
6- What is the effectiveness of teaching the unit of geometry and
measurement using concepts mapping in developing geometric
concepts for fifth grade primary phase pupils?
Research aim. :
The study tried to achieve the following aim:
Measuring the effectiveness of using task analysis and concepts
mapping in developing some geometric concepts for fifth grade
primary phase pupils.
Research hypotheses :
According to research problem and its questions, the
researcher formulated the hypotheses as following:
1- There are statistically significant differences between the mean
degrees for the first experimental group (using task analysis) and
the control group (using the traditional method) in the test of
geometric concepts in favour of the first experimental group.
2- There are statistically significant differences between tbe mean
degrees for the second experimental group (using concepts
mapping) and the control group (using the traditional method) in
the test of geometric concepts in favour of the second
experimental group.
3- There are statistically significant differences between the mean
degrees of the first and second experimental groups in the test of
geometric concepts in favour of the first experimeatal group.
4- Task analysis and concepts mapping have effectiveness in
developing geometric concepts for fifth grade primary phase
pupils.
For the researcher to answer the questions of the study
problem and designing the hypotheses, the researcher followed the
following steps:
Chapter 1 : included the study problem, questions, limits,
importance, tools, aims, expressions and procedures.
Chapter 2 : included the previous and related Arabic and foreign
studies related to the study in three axes:
_ First: studies dealt with using task analysis.
_ Second: studies dealt with using concepts mapping.
Third : studies care for developing mathematical concepts
generally and geometric one specially.
Then the researcher formulated the hypotheses of the study.
Chapter 3 : included using task analysis and concepts mapping in
developing geometric concepts in the primary phase education
in six axes are :
First: mathematics nature in primary phase education.
_ Second: geometric concepts in primary phase education.
_ Third: methods of geometric concepts learning and difficulties.
_ Fourth: development of geometric concepts for primary phase
pupils.
- Fifth: task analysis and geometric teaching.
_ Sixth: concepts mapping sad geometric teaching.
Chapter 4: included the study steps in the following axes :
- First: Study procedures and include:
1- Analysis of geometry and measurement units for fifth grade
1- Analysis of geometry and measurement units for fifth grade
primary phase pupils (second term) from determining the
general aims then procedural behaviors and analysis aims and
classes, measuring validity and reliability.
2- Prepare the teacher guide and its activities for unit of
measurement and geometry using task analysis.
3- Prepare the teacher guide and its activities for unit of
measurement and geometry using concepts mapping.
4- Prepare the activity book for lessons of the unit of
measurement and geometry.
_ Second: prepare the geometric concepts test and examined
pilotly and adjust their validity and reliability.
_ Third: conducting study experiment : the study was applied
with the experimental design of three matched groups consist
of 90 pupils in the fifth grade primary phase divided to three
groups two experimental one learn by task analysis and the
other by concepts mapping and the third is control learn by tbe
traditional method, after matching the groups, tbe study was
applied and the research tool was applied post-experiment on
the three groups.
Chapter 5 : dealt with the study results and its explanation to test the
hypotheses as following:
1- There were statistically sigaificant differences at (0.01)
between the mean degrees for the fint experimental group
(using task analysis) a.d tbe control croup (asinl the
traditional method) in the test of geometric concepts in favour
of the first experimental group.
2- There were statistically significant differences at (0.01)
between the mean degrees for the second experimental group
(using concept mapping) and the control group (using the
traditional method) in the test of geometric concepts in favour
of the second experimental group.
3- There were statistically significant differences (at 0.01)
between the mean degrees of the first and second experimental
groups in the test of geometric concepts in favour of the first
experimental group.
4- Using task analysis and concepts mapping were effectiveness in
developing geometric concepts for fifth grade primary phase
pupils as the modified Blacke ratio exceed 1.2 as following:
_ The modified Blacke ratio for the students of the first
experimental group tbat learned by task analysis was 1.4 in
developing geometric concepts.
_ The modified Blacke ratio for the students of the second
experimental group that learned by concepts mapping was 1.2
in developing geometric concepts.