Abstract
The aim of the research is to find out the effect of applying classroom assessment techniques (CATs) on both mathematical and logical thinking among fourth-grade scientific students. In pursuit of the research objectives, the experimental method was used, and the quasi-experimental design was used for two equivalent groups, one control group taught in the traditional way and the other experimental taught according to the techniques of classroom structural evaluation. The research sample consisted of (44) students from the fourth scientific grade who were intentionally chosen after ensuring their equivalence in several factors, most notably chronologi-cal age and the level of mathematics, and they were distributed equally among the two groups. To implement the research, three tools were built, represented in the teacher's handbook for applying the class formative assessment, the mathematical reasoning test, and the logical thinking test. The two researchers applied the exper-iment in the first semester of the academic year (2019/2020) AD. The two re-searchers applied the techniques of class formative assessment to the experimental group, while the control group studied according to the usual method, and then the mathematical thinking test and the dimensional logical thinking test were applied. On the experimental and control groups. The results showed that there were statis-tically significant differences between the mean scores of the two groups on the mathematical thinking test, and there were also statistically significant differences between the mean scores of the two groups on the logical reasoning test. The size of the effect of applying the class formative assessment on both thinking was calcu-lated, and it appeared that it had a clear effect on both mathematical thinking and logical thinking. In light of the results, the two researchers recommended a number of recommendations.
Highlights
Learning mathematics is one of the pillars of this era, especially in light of the trends of STEM, and the subject has evolved in recent decades, which resulted in the transition to learn important implicit skills such as different thinking skills[1, 2]
As the actual assessment needs to change in the teaching practices of teachers so that those practices depend on problemsolving, investigative methods, and self-learning, instead of traditional practices that are based on indoctrination and memorization and which depend on the centralization of the educational system around the regular tests, and the pressure they cause for students, and a decrease
Numerous studies confirmed the lack of awareness of mathematics teachers of formative classroom assessment techniques that are based on the structural curriculum, the problem of current research is to use the methods of constructive classroom evaluation for the first time to the best knowledge[9]
Summary
Learning mathematics is one of the pillars of this era, especially in light of the trends of STEM, and the subject has evolved in recent decades, which resulted in the transition to learn important implicit skills such as different thinking skills[1, 2]. One of the research problems appears, as it is, and despite the proven effectiveness of the strategies and methods of formative classroom assessment in the teaching-learning process, especially in mathematics, this is what has been proven by many studies, including This type of strategy that combines teaching, learning, and assessment, and works as a bridge between goals and achievement is still absent from our classes. As the actual assessment needs to change in the teaching practices of teachers so that those practices depend on problemsolving, investigative methods, and self-learning, instead of traditional practices that are based on indoctrination and memorization and which depend on the centralization of the educational system around the regular tests, and the pressure they cause for students, and a decrease In their achievement levels, students find it difficult to learn mathematics, as these tests depend on students ’recovery of mathematical principles and laws, weaken their ability to solve mathematical problems, and their mathematical thinking skills decline. The two researchers investigate its effectiveness on mathematical and logical thinking, and the research problem is evident in its endeavor to answer the following questions: What is the effect of applying the classroom formative assessment on the mathematical thinking of fourth scientific students? What is the effect of applying CATs on the logical thinking of fourth science students?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
