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Research Article
Gehan Ahmed Mahmoud Alshafey
Imam Abdulrahman Bin Faysal university
Corresponding Author
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This work is licensed under a CC BY 4.0 License. Read Full License
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- The author has confirmed that a statement listing potential conflicts of interest or lack thereof is included in the text.
The study aimed to reveal the reality of employing the mathematics laboratory and its relation to the development of geometrical proof skills among high school students. Descriptive and semi-experimental methods were used to answer the research questions, and the study conducted a questionnaire administered to the secondary school teachers aimed at revealing the reality of employing the mathematics laboratory from their point of view and a list of geometrical proof skills necessary for high school students. A random sample was selected and represented by the research community that includes female teachers and female students in the secondary stage in Jubail city. The research sample consisted of (12 teachers and 58 students) divided into two groups, the first group included 28 students who studied geometrical proof by employing the mathematics laboratory, and the second group included 29 students who studied geometrical proof without employing the mathematics lab. The results showed that the reality of employing the mathematics laboratory from the point of view of the secondary school teachers in Jubail city was generally moderate, as there are statistically significant differences at the level of (0.01) of the means of scores between the first group and the second group in the skill of inferring relationships and the skill of the evaluation of proof due to the employment of the mathematics laboratory.
Keywords
Mathematics Lab, Geometrical Proof, Secondary School
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A new preprint design is coming!
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This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research Article
Gehan Ahmed Mahmoud Alshafey
Imam Abdulrahman Bin Faysal university
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 04 Feb, 2021
Community comments: 10
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Declarations:
Declarations
- The author has confirmed that a statement listing potential conflicts of interest or lack thereof is included in the text.
The study aimed to reveal the reality of employing the mathematics laboratory and its relation to the development of geometrical proof skills among high school students. Descriptive and semi-experimental methods were used to answer the research questions, and the study conducted a questionnaire administered to the secondary school teachers aimed at revealing the reality of employing the mathematics laboratory from their point of view and a list of geometrical proof skills necessary for high school students. A random sample was selected and represented by the research community that includes female teachers and female students in the secondary stage in Jubail city. The research sample consisted of (12 teachers and 58 students) divided into two groups, the first group included 28 students who studied geometrical proof by employing the mathematics laboratory, and the second group included 29 students who studied geometrical proof without employing the mathematics lab. The results showed that the reality of employing the mathematics laboratory from the point of view of the secondary school teachers in Jubail city was generally moderate, as there are statistically significant differences at the level of (0.01) of the means of scores between the first group and the second group in the skill of inferring relationships and the skill of the evaluation of proof due to the employment of the mathematics laboratory.
The full text of this article is available to read as a PDF.
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