English abstract
This study aimed at investigating the effect of some teaching strategies, the level of mathematics achievement (high, medium, low), and the interaction between the teaching strategy and mathematics achievement level on students' acquisition of the algebraic concepts and their related generalization,
The teaching strategies were used, all depending on four moves in order. These strategies are: first (definition, example - nonexample with rationalization), second (example - definition - nonexample with rationalization), and third (example - nonexample with rationalization - definition).All the strategies used two examples and two nonexamples with rationalization.
The sample of the study included (175) male and female students at the second secondary. They were divided into six equivalent groups according to their mathematics achievement in the year (2000 – 2001), three of which were at Abu Al- Aswad Al- Dowally Secondary School, and three were at Nizwa Girls' Secondary School. At each of the two schools, one group was randomly selected to be the first strategy group, another to be the second strategy group, and third to be the third strategy group. Each of groups was divided into three level of mathematics achievement.
Seventeen algebraic concepts and eighteen generalization related of these concepts were chosen from the second secondary mathematics book (first semester) for the year (2001 – 2002). The concepts were taught in programmed lessons.
The researcher developed a multiple choice achievement test to measure students acquisition of algebraic concepts and their related generalization. The reliability was (0.85), by using Cronbach Alpha.
The statistical techniques used in the study were the two-way ANOVA and the Scheffe Procedure for multiple comparisons.
The following were the results of the study: 1. There were statistically significant differences (a= 0.05) for acquisition the algebraic concepts and their related generalizations due to the teaching strategy, between second and third strategies in favors to the third strategy. Also there were no statistically significant differences (a= 0.05) between first strategy and another strategies. There were statistically significant differences (a= 0.05) for acquisition the algebra concepts and their related generalizations due to the mathematics achievement, in favor to higher-level students, and between medium - level students and lower - level students in favor to medium - level students. 3. There were no statistically significant differences (a= 0.05) for acquisition the algebra concepts and their related generalizations due to interaction between the level of mathematics achievement and teaching strategy.
The researcher recommended that teacher book should be distributed among teachers and include strategies as example for teaching concepts and generalizations, as well as, he recommended conducting similar studies using algebraic concepts and their related generalizations.
