The effectiveness of a proposed strategy in teaching mathematics on the development of numerical sense and skills of the twenty-first century for middle school students

Abstract

The aim of the research is to determine the effectiveness of a proposed strategy based on Kagan structures in teaching mathematics to develop numerical sense skills, and the skills of the twenty-first century among first-class middle school students. The sample consisted of (70) middle-grade first-grade students at Ibn Rajab middle School in Northern Azizia Makkah Al-Mukarramah, where (35) students representing the experimental group, (35) students representing the control group, and the researcher used two tools represented in testing numerical sense skills (mental calculation and estimation, checking the reasonableness of the answer, realizing the absolute and relative quantity of the number, the distinctive sign of the number and its uses A), 21^st century skills scale, and the researcher used statistical methods according to the SPSS v25 program, and the results of the research showed that there are statistically significant differences at the level of significance (α≤0,01) between the mean scores of students of the experimental and control groups in the post-application to test sensory skills Numerical for the benefit of experimental group students, in addition to that there are statistically significant differences at the level of significance (α≤0,01) between the mean scores of students of the experimental groups and the control in the post application of the scale of the twenty-first century skills as a whole and each skill separately for the benefit of the experimental group students.

. Key words: Strategy, Kagan structures, Numerical Sense, 21^st Century Skills.