الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
-THE STUDY PROBLEM:
The problem of the present study was the low level of preparatory stage students’ critical thinking skills which, in turn, needed the suggested strategy in mathematics for developing some critical thinking skills among the preparatory stage students. To achieve this objective, the study tried to answer the following five questions:
1-What are the critical thinking skills suitable to the preparatory stage students?
2-To what extent do the preparatory stage students master these skills?
3-What is the suggested strategy to develop some of the critical thinking skills among those students?
4-What is the effectiveness of this strategy in developing some of the critical thinking skills among those students?
5-What is the effectiveness of this strategy for developing the achievement in mathematics among those students?
Summary of Study
-Theoretical study on the characteristics of the
students at the preparatory stage.
-BUilding the critical thinking skills list.
- Judging the list by a jury of experts in teaching
mathematics.
2- Determining the extent to which the preparatory stage students master the critical thinking skills:
•Developing the critical thinking skills test in the light of the list.
•Applying the test on the sample.
•Tabulating the findings.
3-Designing a suggested strategy in teaching mathematics to develop some critical thinking skills among the preparatory stage students through:
- Reviewing the literature dealt with the design of teaching strategies.
- Writing a theoretical background on the nature of mathematics and its role in the development of thinking.
- Presenting the suggested strategy to a jury of experts to judge its validity and to propose necessary modifications.
Summary of Study
- THE FINDINGS OF THE STUDY:
The most important findings of the present study are summarized in the following section:
1-There were statistically significant differences at the level 0.01 between the scores of the experimental group and those of the control group on the assumptions cognition test in favour of the former. The first hypothesis was accepted.
2-There were statistically significant differences at the level 0.01 between the scores of the experimental group and those of the control group on the interpretation test in favour of the former. The second hypothesis was verified.
3-There were statistically significant differences at the level 0.01 between the scores of the experimental group and those of the control group on the discussions evaluation test in favour of the former. The third hypothesis was accepted.
4-There were statistically significant differences at the level 0.01 between the scores of the experimental group and those of the control group on the induction test in favour of the former. The fourth hypothesis was accepted.