The Effectiveness of Creative Teaching in Developing Productive Mathematical Thinking among Secondary Stage Female Students

Document Type : Original Article

Authors

1 General Administration of Education in Al-Jouf Region - Ministry of Education – Kingdom of Saudi Arabia.

2 Associate Professor of Curriculum & Instructions in Mathematics Education, Northern Border University -Kingdom of Saudi Arabia.

10.21608/jsrep.2025.424231

Abstract

This study was applied in the third semester of the academic year 1444AH to examine the effectiveness of creative teaching in developing productive mathematical thinking Among middle school students in the Arar City. Through an experimental approach with a quasi-experimental design, it included random selection of two study groups: the control [23 female students] and the experimental [24 female students], from one school, and applying a test of mathematical productive thinking in the unit of [Measurement: Area and Volume]  to the two groups: tribally; To examine their equivalence, and later; To examine the differences between their averages, their significance, and measure the size of the effect, The experimental group was taught according to a guide for creative teaching, while the control group was taught in the usual way. The statistical results showed that the two groups were equal, pre-test, in the test, and in its two sides: creative and critical, and in each partial skill, and the presence of statistically significant differences, post-test, at the significance level (α≤0.05) between the means of the two groups, in the test, and in its two sides: creative, and critical. And in every partial skill, in favor of the experimental group, and the experimental group’s post-application was superior to its pre-application, in the test, and in its two aspects: creative, critical, Accordingly; The extent to which productive mathematical thinking was affected by creative teaching was significant in the test and in its two aspects: creative and critical. The study recommended supporting female students’ positivity and fruitful interaction in mathematics classes by encouraging them to exchange, criticize, and develop their mathematical learning ideas, in a way that accommodates the diversity of their learning experiences, emphasizing the sociality of mathematics classrooms, the organized freedom of mathematical learning, and attention to the commitment to sustainable development for teachers in the aspect of creative teaching.

Keywords

References

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