Training program according to mentally motivation strategies of mathematical teachers and its effect on their mental computation and the Rough estimate

Abstract

Many educators seek to develop modern strategies in the training process in order to improve the informational level of female teachers. The researcher felt that there is a weakness in mental arithmetic and approximation, so the researcher decided to build a training program according to mental motivation strategies and know its impact on mental arithmetic and approximate estimation. Mental motivation has five strategies (focus, random word, alternatives, challenge, harvest) and it has four areas (mental focus, orientation towards learning, creative problem solving, cognitive integration) and four skills which are generating new (perceptions, concepts, ideas, alternatives) ; Mental arithmetic and rough estimation are also important skills that the teacher needs in many fields after the emergence of the urgent need for students to acquire the minimum mathematical skills necessary to face the problems that they may encounter in different life situations. Therefore, the researcher decided to train female mathematics teachers and improve their cognitive attitude. The study aimed to: build a proposed training program according to the strategies of mental motivation for female mathematics teachers; Knowing the impact of the training program on mental arithmetic and approximate estimation of mathematics teachers; To achieve the objectives of the study, two hypotheses were put forward. First: There is no statistically significant difference at the level of significance (0.05) between the mean scores of the mathematics teachers who are trained according to the training program in both the pre and posttest, mental arithmetic and approximate estimation. The second: There is no statistically significant difference at the significance level (0.05) between the average scores of the mathematics teachers who were trained according to the training program (experimental group) and the mathematics teachers who were not trained according to the training program (the control group) in the mental arithmetic and approximate estimate test. The study was limited to mathematics teachers in the second province of Baghdad / Karkh for the academic year 2021-2022 AD, and the researcher built the training program as well as the research tool, and the researcher used appropriate statistical methods in order to obtain the results, as the experimental group outperformed the control group, and the results were in favor of the post-test for the group from this we conclude that the scale prepared by the researcher was appropriate, and the strategies contributed in the increase of the skills of mental arithmetic and approximate estimation among female mathematics teachers, and the importance of training programs and their impact on the skill of mental arithmetic and approximate estimation. In the light of this study, the researcher made a number of recommendations.