Employing Mathematical Modeling and Computational Thinking in Developing Adaptive Mathematical Thinking among First-Grade Intermediate Female Students
DOI:
https://doi.org/10.64940/jfath/2026.30.1.12Keywords:
Mathematical Modeling, Computational Thinking, Adaptive Mathematical Thinking, Mathematics EducationAbstract
The paper aims to investigate the effect of employing mathematical modeling and computational thinking in teaching mathematics on developing adaptive mathematical thinking among first intermediate grade students. It also seeks to compare their effectiveness, identify differences between the experimental and control groups, and estimate the resulting effect size. The study hypotheses were based on the assumption that there are no statistically significant differences at the level of (0.05) between the mean scores of the three groups, as well as between the two experimental groups.
The study adopted an experimental method with a quasi-experimental design involving three groups: a first experimental group taught using mathematical modeling, a second experimental group taught using computational thinking, and a control group taught using the traditional method. The research population consisted of first intermediate grade female students in schools affiliated with the Directorate of Education in Misan. The sample included (120) students, with (40) students in each group.
The research instrument was an adaptive mathematical thinking test constructed according to a table of specifications covering the content of the first three chapters. The validity and reliability of the test were verified using the Kuder–Richardson (KR-20) coefficient. The statistical methods used included the arithmetic mean, standard deviation, one-way analysis of variance (ANOVA), Tukey’s test, item difficulty and discrimination indices, and effect size.
The results revealed statistically significant differences in favor of the two experimental groups, with a large effect size, indicating the effectiveness of both approaches. The study concluded the importance of adopting mathematical modeling and computational thinking in teaching mathematics. It recommended training teachers in these approaches and suggested conducting further studies across different educational stages and variables.
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المصادر مترجمة
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