The effectiveness of using three entrances to teach mathematical associations in acquiring concepts for fifth-grade students of mathematics

Abstract

The aim of the research is to identify the effectiveness f using three approaches to teaching mathematical correlations in acquiring concepts for fifth-grade students of mathematics.A sample was taken from fifth-grade students from the Rabat School in Al-Rusafa, where the experimental group, Division A, reached 35 students, and the control group, Division (C) 32 students. The two research groups were equivalent to a set of variables (chronological age, previous achievement of mathematics, intelligence, acquisition of concepts).I prepared teaching plans according to three approaches to teaching the mathematical interrelationships of mathematics topics for the seventh and eighth semesters (normal fractions, operations on regular fractions), then analyzed the study material according to mathematical concepts and found (18) concepts in its light. It includes three questions (definition - distinction - application) and the student is considered to have acquired the concept if he answers the three questions, and if he fails in one of them, he is considered unacquired for the concept. , Validity and stability of the test.After applying an experiment to the research sample and applying the test, the results were subjected to statistical analysis, so he used the percentage equation and T-test. The results showed the superiority of the experimental group over the control group in their acquisition of mathematical concepts. The most important of which is the adoption of teaching the entrances to mathematical associations in other subjects and stages of study