Designing Training Math in Fifth Grade (Based on Logical Approach) and the Role of It on Critical Thoughts, Behaviour and Students Academic Motivation

Abstract

This is a reasonable approach to the design of teaching fifth grade math and its role in critical thinking, performance (academic achievement) and student motivation. Quasi-experimental research methods and population included 912 fifth- grade female students in Marivan city in the 2011-12 school year. 46 patients were selected as samples. The subjects to collect results were an RIO IQ test, the critical thoughts Watson and Gelizer test and research test and the range of AMS were known between 71 and 83 percent and the results were about 83 till 86 percent. After replication the subject of tests according to intelligence, sex and educational levels, with a choice of pre-test - post-test, 26 subjects in the experimental group and 20 patients were randomized to the control group. So the independent variable or discussion comparison, addition and subtraction of decimals fifth grade elementary math lesson based on a logical approach to the experimental group were trained in six sessions. The control group subjects were trained with traditional method. Data obtained from the pre -test and post-test and Covariance using SPSS software was used for analysis. Based on the results, the first and second hypothesis, respectively, with a significance level of 0/011 and 0/016 in 0/01> P were approved and the third hypothesis significance level of 0/432 in 0/01 ≤ P was rejected. According to the results we can understand that the effect of instructional design approach, and the performance of learners and promote educational advancement of critical thinking in their concrete, however it has no effect of increasing motivation pervasive of learners.