الفهرس 
الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 258 |  |  |
| | | from | 258 | | |
المستخلص
The problem of the research
The problem of the research can be determined in the weakness of
secondary stage students in the mathematical thinking thoughts, and their
ignorance to mathematics self learning, as well as the lack of modern
technological techniques and attitudes. Therefore, the current research
attempts to answer the main following question: what is the effectiveness
of the different patterns of interaction among the virtual classrooms in
acquiring the mathematical thinks skills and the inclination to words
virtual for secondary stage students?
The objectives of the research
1. Determining the level of the mathematical thinking skills for
secondary stage students.
2. Designing a program me for the mathematical thinking skills for
secondary stage students.
3. Measuring the effectiveness the different patterns of interaction
among the virtual classrooms to develop the mathematical thinking
skills and the inclination towards virtual learning for secondary stage
students.
The delimitations of the research
1. A group of first secondary students from ain shams directory, Cairo
governorate because this grade is at the beginning of the secondary
stage.
2. The mathematical syllabus of the second term as it contains important
topics.
3. Some mathematical thinking skills which the research seeks to
research through the procedures of the research.
The terms of the research
1. Interactions
We define interaction in virtual learning environment as the active
learning which involves communication and interaction which are multi
directions between the learning process elements. The interaction patterns
in this research are determined as follows:
- The interaction between the learner and the teacher.
- The interaction between the learner and the content.
- The interaction between the learner and her peers
2. Virtual classrooms
The researcher defines it as classrooms similar to the traditional
classrooms in the existence of the teacher and students, but they are on
the world wide web of information as they are not limited to time and
space through them, learners use virtual educational classrooms through
which students are gathered and co operate and this will make students in
___________________________________________________________ Summary
V
the center of the learning process and they will learn to get
comprehension.
3. Virtual learning
It is the type of learning which allows learners to make use of all
the traditional study services as well as what the internet gives and
provides. Also it is considered a wide space for learning through which
both the teacher and learner meet virtual without any commitment to place
or time in order to participate in the development and knowledge
formation.
The procedures of the research:
The research follows these steps:
Firstly, determining the mathematical thinking skills for the first grade of
secondary stage students and this can be done through:
* Reviewing some previous studies and literature relates to the topic of
the current study and analyzing it to get its findings and therefore making
use of them.
* Questioning the opinions of some teacher and supervisors.
* Designing a test in the light of what have been mentioned involving the
mathematical thinking skills and presenting it to jury members.
Secondly, designing a program of the mathematical thinking skills among
the virtual classrooms and this will be done in the light of:
What have been reached before in the previous step from determining
the appropriate mathematical thinking skills?
Studying the literature (studies and researches) which tackled the
different patterns of interaction among the virtual classrooms.
Studying the nature of secondary stage students.
Determining the general goal of the program.
Preparing the content of the program.
selecting the appropriate design.
Preparing the secondary.
selecting the tools of authorization.
Designing the evaluation tools in the light of.
-Designing a test of the mathematical thinking skills.
- Verifying the validity and consistency of the mathematical skills test
through presenting it t a group of jury members.
-Modifying the skill test in the light of the opinions of the jury.
- Designing a tendency scale towards the virtual learning and presenting
it to a group of jury members.
Thirdly: the piloting experimental study:
selecting a sample for the piloting experiment.
Conducting the piloting study.
___________________________________________________________ Summary
VI
Modifying the program inside the virtual classrooms in the light of the
piloting experiment.
Fourthly: Determining the effectiveness of the different patterns of
interaction:
Choosing the sample of the research.
Pre Administering the mathematical thinking skill test on the sample
of the study of the main experiment.
Conducting the program of the mathematical thinking skills on the
three experimental groups.
Applying the tendency scale towards virtual learning after conducting
the program.
Grading the scares and analyzing them as well as conducting the
statistical treatment.
Analyzing and interpreting data.
Presenting recommendations and suggestions.
Research results
1. There is a statistically significant difference between the mean
score ranks of the experimental group students that had the first
interaction pattern (which is learner interacting with the content)
before and after administering the test of mathematical thinking
skills in favor of the post test administration.
2. There is a statistically significant difference between the mean
score ranks of the experimental group students that had the second
interaction pattern (which is learner interacting with other learner)
before and after administering the test of mathematical thinking
skills in favor of the post test administration.
3. There is a statistically significant difference between the mean
score ranks of the experimental group students that had the third
interaction pattern (which is learner interacting with the teacher)
before and after administering the test of mathematical thinking
skills in favor of the post test administration.
4. There is a statistically significant difference between the mean
score ranks of the experimental group students that had the first
interaction pattern (which is learner interacting with the content)
before and after administering the measurement of tendency
towards the hypothetical learning in favor of the post test
administration.
5. There is a statistically significant difference between the mean
score ranks of the experimental group students that had the second
interaction pattern (which is learner interacting with other learner)
___________________________________________________________ Summary
VII
before and after administering the measurement of tendency
towards the hypothetical learning in favor of the post test
administration.
6. There is a statistically significant difference between the mean
score ranks of the experimental group students that had the third
interaction pattern (which is learner interacting with the teacher)
before and after administering the measurement of tendency
towards the hypothetical learning in favor of the post test
administration.
7. There are statistically significant differences between the mean
score ranks of the three groups students in the post administration
of the mathematical thinking skills test.
8. There are statistically significant differences between the mean
score ranks of the three groups students in the post administration
of the measurement of tendency towards the hypothetical learning.