Remerciez-le!

Remerciez @Admin pour avoir partagé cet document gratuitement, de la manière la plus simple, en partageant sur les réseaux sociaux.

Didactique pdf ? ?? ? ? ? ? ?? ?? ?? ? ?? ? ?? ? ? ? ?? ? ? ?? ? ? ?? ? ? ? ? ?? ?? ? ? ?? ?? ?? ? ? ?? ?? ? ? ? ? ?- ? ? ? ?? ?? ?? ?? ?? ? ? ? ?? ?? ?? ? ? ??

? ?? ? ? ? ? ?? ?? ?? ? ?? ? ?? ? ? ? ?? ? ? ?? ? ? ?? ? ? ? ? ?? ?? ? ? ?? ?? ?? ? ? ?? ?? ? ? ? ? ?- ? ? ? ?? ?? ?? ?? ?? ? ? ? ?? ?? ?? ? ? ?? ?? ?? ?? ?? ? ? ? ?? ? ? ? ? ? ? ? ?? ?? ?? ?? ? ? ? ?? ?? ? ? ? ? ?? ?? ?? ?? ? ? ? ?? ? ? ?? ? ? ? ? ?? ? ? ? ? ? ?? ? ? ? ? ? ? ?? ?? ? ? ? ?? ?? ?? ? ? ? ? ? ? ? ?? ? ? ?? ? ? ?? ? ? ? ? ? ? ? ?? ? ? ?? ?? ? ? ? ?? ? ?? The E ?ect of Teaching According to Two Constructivist Learning Models on Achievement of th Grade Students in Mathematics Essam Al-Shatnawi Administration of Curriculums and School ? s Books Ministry of Education Amman Jordan Hani Al-Obaidi Faculty of Educational Sciences The Hashemite University Zarqa Jordan Abstract This study investigated the e ?ect of teaching according to two constructivist learning models on achievement of th grade students in mathematics compared with the traditional method Two models of learning cycle were used The Constructivist Strategies for Teaching CST- M and the one which was developed by Bybee which is known as the E's-M The sample was composed of ninth grade students in three equivalent sections randomly assignment as two experimental were taught by constructivist models the third used the traditional method as control group all were taught for days A test based on the four mathematical dimensions concepts generalizations algorithms and problem solving was constructed It was applied on the three groups before and after the treatment The results of the study revealed that there were signi ?cant statistical di ?erences at in the achievement of th grade students in mathematics and in concepts generalizations and problem solving in favor of the two experimental groups attributed to the methods of teaching due to the constructivist perspective They showed that there was no signi ?cant statistical di ?erence at in the achievement of th grade students in algorithms dimension The results also revealed that there was no signi ?cant statistical di ?erence at between the averages of the two experimental groups attributed to the methods of teaching Keywords Mathematics Learning Teaching Constructivist Models ?? ? ? ? ?? ? ? ?? ? ? ?? ? ? ? ? ?? ?? ? ? ?? ?? ?? ? ? ?? ?? ? ?? ?? ? ? ? ?? ? ?? ? ? ? ? ?? ? ?? ?? ? ?? ? ?? ?? ? ? ? ? ? ? ?? ? ?? ? ?? ? ? ? ? ? ?? ? ?? ? ?? ? ? ? ? ?