The Impact of Employing Dramatized Lessons on the Development of Solving Skills of Verbal Mathematical Problems and on Attitudes towards Mathematics among Third Graders
Keywords:
Dramatized lesson, attitudes towards mathematics, skills of solving verbal mathematical problemsAbstract
The study aims to identify the impact of employing dramatized lessons on the development of solving skills of verbal mathematical problems and on attitudes towards mathematics among third graders. A quasi-experimental method with experimental and control groups was used to achieve the objectives of the study. The study tools consisted of a test for mathematical problem-solving skills, and a scale for attitudes towards mathematics. After checking these instruments in terms of their validity and reliability, they were applied to a sample of (80) third grade students, distributed equally on control and experimental groups. The results of the study revealed that there were statistically significant differences in favor of the experimental group in the post-test of verbal mathematical problems-solving skills and the post scale of students' attitudes towards mathematics. Based on the findings, the study recommends the need for orienting education towards dramatized curricula.
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