Main Article Content
Abstract
This research aimed at identifying the effect of using mathematical correlations and some visual teaching strategies on the levels of information processing and self-evaluation of the written mathematical knowledge patterns of the first year preparatory students. To achieve this aim, three groups were selected: two of them were experimental, and the third was a control one. An Algebra unit was taught to the experimental group (39 students) according to the mathematical correlations; and the second experimental group (38 students) studied the same content, according to some visual teaching strategies, and the third group (the control group) (40 students) studied the same content in the same time period according to the usual method used in teaching. The Algebra unit was prepared using the mathematical correlations strategy and some visual teaching strategies. A teacher's manual based on the aformentioned strategies was also prepared. A test for measuring mathematical information processing and a scale for evaluating the written mathematical knowledge patterns was administered to the three groups. The results showed that using mathematical correlations and some visual teaching strategies in teaching the Algebra unit contributed to raising the level of information processing as well as the written mathematical knowledge patterns of the first preparatory students.The results also indicated equal use of the mathematical correlations and some visual teaching strategies on the level of information processing and self evaluation of the written mathematical knowledge patterns of the first year preparatory students.