‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ 078 ‫ّٔٛرغ‬ ‫تعصخذتَ‬ ‫أظش‬ 4E × 2 ‫تٌفغثج‬ ٟ ‫ِمصشـر‬ ‫ٚـذذ‬ ‫شذس٠ظ‬ ٟ ‫تٌزٕٟ٘‬ ‫ٚتٌفغثج‬ ‫تٌش٠ثظٟ‬ ‫ت٨عصذ٨ي‬ ‫ِٙثستز‬ ‫شّٕ١ر‬ ‫ػٍٝ‬ ‫تٌزٕٟ٘‬ ‫ت٨خصذتب١ر‬ ‫تٌّشـٍر‬ ‫ش٩ِ١ز‬ ‫ٌذٜ‬ ‫تٌفغثخ١ر‬ ‫ٚتٌؽ٩لر‬ ‫نػذتد‬ ‫تٌّ٩ن‬ ‫ػدذ‬ ‫ِصٝ‬ ‫ِٛعٝ‬ ‫ِش٠ُ‬ ‫د.‬ ‫تٌؽذ٠ذ‬ ‫خثٌٛتدٞ‬ ‫تٌصشخ١ر‬ ‫خىٍ١ر‬ ‫ِذسط‬ ‫أع١ٛغ‬ ‫ؼثِؼر‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬ ‫ِؽٍر‬ ‫تٌش٠ثظ١ثز‬ ‫ششخٛ٠ثز‬-(‫تٌّؽٍذ‬ 32 (‫تٌؼذد‬) 21) ‫أوصٛخش‬ 3128 ‫تٌؽضء‬ َ ‫ت٤ٚي‬

No abstract

The research aimed to study the effect of using the math talk strategy to develop deep mathematical understanding among primary school pupils in Kharga city, New Valley. The sample of the study consisted of 74 students from the third primary class, who were divided into two groups: the experimental group studied the unit of fractions according to the math talk strategy, and the control group studied the same unit in the usual way. A guide for the teacher and student activities have been prepared according to the math talk strategy. After carrying out the research experiment, the following study instruments were administered: reasoning test, problem-solving test, procedural competency test, conceptual understanding test, the mathematical work habits and the mathematics community scale. The results of the research found the effectiveness of the math talk strategy in developing deep mathematical understanding. In light of the results of the results, the research recommends the need to train teachers to use the math talk strategy in teaching mathematics, and to encourage teachers to develop deep mathematical understanding of primary school pupils.

No abstract

The aim of the research is to study the effect of a proposed program based on the storytelling of mathematical autobiographical records on the development of reflective thinking and professional identity of pre-service mathematics teachers, as well as to identify the experiences of pre-service mathematics teachers with learning mathematics that affected their learning of mathematics as it appears in their mathematical autobiographies. The research is based on the mixed research method, whereby the experimental method and the semi experimental design of one experimental group with pre-and post-measurement were used. Additionally, the mathematical autobiographies of the student teachers were analyzed qualitatively. The researcher used the criteria for evaluating reflective ‫يغهخ‬ ‫انشَبػُبد‬ ‫رشثىَبد‬ -( ‫انًغهذ‬ 42 ( ‫انؼذد‬ ) 6 ) ‫أثشَم‬ 4242 ‫انغز‬ ‫و‬ ‫انضبنش‬ ‫ء‬ 9thinking for narratives, the student-teacher professional identity scale, and a proposed program based on the use of mathematical autobiography (prepared by the researcher). The research was applied to a sample of 40 male and female students. The results of the research revealed a statistically significant difference at the level of (0.01) between the scores means of the experimental group students in the pre-and post measurements of reflective thinking and professional identity in favor of the post measurement. The qualitative analysis of the student teachers' mathematical autobiography revealed that positive expectations, a safe classroom environment, equality of treatment among students, students' understanding, consideration of individual differences between students, and love and attention are among the experiences that most affected students' learning of mathematics, whether positively or negatively. In light of the results, the research recommends the need to pay attention to the application of various programs for autobiography in line with the nature of the age of the learners and the nature of the subject, and to encourage educators to develop reflective thinking and the professional identity of student teachers.