The Impact of Using Conceptual Maps on Algebraic Achievement and the Development of Mathematical Thinking Skills among Seventh Grade Basic Students

Abstract

The present study aimed to examine the impact of using conceptual maps
on algebraic achievement and the development of mathematical thinking skills
among seventh grade basic students in the Southern Educational Hebron
Directorate.To achieve the objectives of the study, quasi experimental method
was employed where the study was applied to a sample of (127) students
distributed on (4) sections in two schools, two for boys and two for girls.The
students are from the seventh grade during the second quarter of the scholastic
year 2014/ 2015.A male section and a female section were randomly selected
to represent the experimental group and were taught using conceptual maps
strategy.Another male section and a female section were selected to represent
the control group and taught using the traditional method.
The analysis of the algebraic achievement test and mathematical thinking
test in the pre and post applications using the analysis of the ANCOVA
test showed that there are statistically significant differences at the level
of significance (a≤0.05) between the two means of students’ achievement
on the post algebraic achievement test for the benefit of the experimental
group students and in favor of male students, while the differences were not
significant in accordance with the interaction between the variables of group
and gender.
3. There are statistically significant differences at the level (a≤0.05) between
the two means of students’ marks on the post mathematical thinking test
for the benefit of the experimental group students, while the differences
were not significant according to gender.