استخدام استراتیجیة الحدیث الریاضی لتنمیة الفهم الریاضی العمیق لدى تلامیذ المرحلة الابتدائیة Using the Math Talk Strategy to Develop Deep Mathematical Understanding Among Primary School Students

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.