الملخص الإنجليزي
The study aims to investigate the effectiveness of teaching the
symmetry unit using the virtual mathematics lab on spatial visualization
and geometric anxiety among seventh grade students. The semiexperimental design was used on a sample consisted of 67 students from
the seventh grade in North Al Batinah Governorate. The students were
divided into two groups; an experimental group consisted of 32 students
who were taught using the virtual mathematics laboratory and a control
group consisting of 35 students who were taught in the traditional way.
To achieve the objectives of the study, the researcher prepared the
virtual mathematics laboratory along with its accompanying teaching
and learning materials. Moreover, he prepared the study tools including
the spatial visualization test, consisting of thirty multiple-choice
questions, and a measure of geometric anxiety, consisting of seventeen
items. The indications of validity and reliability were extracted by
appropriate methods.
The results showed that there were statistically significant
differences at the level (α=.05) between the average scores of the
experimental group students, and the scores of the control group students
in both the spatial visualization test and the geometric anxiety scale in
favor of the average scores of the experimental group.
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In the light of these results, the study recommends the use of
virtual laboratories in teaching mathematics, including objectives for
spatial visualization in the curricula, training teachers and specialists in
dealing with students' geometric anxiety, and conducting more studies to
investigate the effectiveness of the virtual mathematics laboratory on
other variables and stages, and various academic and mathematical
subjects.
