‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬ 6 ‫ِٚٙبهاد‬ ‫ٚاٌّوعو‬ ‫اٌفٛهٞ‬ ‫اٌزؾٖ١ً‬ ‫رّٕ١خ‬ ٟ ‫اٌّزّب٠ي‬ ‫اٌزؼٍ١ُ‬ ‫بػٍ١خ‬ ‫ثط١ئٟ‬ ‫اٌزالِ١ن‬ ‫ٌلٜ‬ ‫اٌو٠بٙ١خ‬ ‫اٌَّوٌخ‬ ‫ؽً‬ ‫ثبٌّوؽٍخ‬ ‫اٌزؼٍُ‬ ‫االثزلائ١خ‬ The effectiveness of differentiated education in developing immediate and delayed achievement and solving mathematical problems skills among slow learners at primary stage ‫اٌلوزــٛه‬ ‫ًػـلاك‬ ‫ػجلاٌجو‬ ‫ػجلاٌؾّ١ل‬ ‫ِؾّل‬ ‫ػجلإٌبٕو‬ ‫اٌَّبػل‬ ‫اٌو٠بٙ١بد‬ ‫رله٠ٌ‬ ‫ٚٛوق‬ ‫إٌّب٘ظ‬ ‫أٍزبم‬ ‫اٌىَٛ‬ ‫ثْج١ٓ‬ ‫اٌزوث١خ‬ ‫وٍ١خ‬-‫١خ‬ ‫إٌّٛ‬ ‫عبِؼخ‬ ‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬ ‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬ ‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬ 9 ‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬ ‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬ ‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬ ‫ِغٍخ‬ ‫اٌو٠بٙ١بد‬ ‫روثٛ٠بد‬-(‫اٌّغٍل‬ 12 (‫اٌؼلك‬) 21) ‫أوزٛثو‬ 1028 ‫اٌغيء‬ َ ‫اٌضبٌش‬

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Developing mathematics curriculum in the light of Egypt's vision of sustainable development (2030) and its effect on developing some of 21 st century skills of preparatory stage pupils ‫اىلمزــ٘ه‬ ‫ئػـلاك‬ ‫ػجلاىجو‬ ‫ػجلاىؾَٞل‬ ‫ٍؾَل‬ ‫ػجلاىْبطو‬ ٗ ‫اىَْبٕظ‬ ‫أٍزبم‬ ‫رؼيٌٞ‬ ‫اىََبػل‬ ‫اىوٝبػٞبد‬ ‫(اىَشبهك)‬ ‫اىزوثٞخ‬ ‫ميٞخ‬-‫اىَْ٘فٞخ‬ ‫عبٍؼخ‬

No abstract

No abstract