فاعلية استخدام نموذج فان دي وال للتمثيلات الرياضية في تدريس الرياضيات في الفهم الجبري لدى طالبات الصف الثامن الأساسي في سلطنة عمان

Reema Abdul Rahman Hamdan Al farsi; Khoula Zahir Alhosni; Mohammed said al ghafri

doi:10.35516/edu.v51i4.7826

Authors

Reema Abdul Rahman Hamdan Al farsi Math Teacher, Ministry of Education, Sultanate of Oman https://orcid.org/0009-0008-0634-5137
Khoula Zahir Alhosni Department of Curriculum & Instruction, College of Education, Sultan Qaboos University, Sultanate of Oman https://orcid.org/0000-0003-3961-0941
Mohammed said al ghafri Department of Curriculum & Instruction, College of Education, Sultan Qaboos University, Sultanate of Oman https://orcid.org/0009-0000-3486-5051

DOI:

https://doi.org/10.35516/edu.v51i4.7826

Keywords:

Van de Walle model, Mathematical Representations, Algebraic Understanding

Abstract

Objectives: This study aimed to explore the effectiveness of teaching the unit on equations and inequalities using Van de Walle's model of mathematical representations in enhancing algebraic understanding among eighth-grade female students.

Methods: The study employed a quasi-experimental design, involving a sample of 68 eighth-grade female students from the South Al Batinah Governorate in Oman. The sample was divided into two groups: an experimental group comprising 34 students and a control group comprising 34 students. The experimental group was instructed using Van de Walle's model of mathematical representations, while the control group received instruction through traditional teaching methods. The researcher developed a teacher’s guide tailored to Van de Walle's model for the unit on equations and inequalities and designed a nine-question algebraic understanding test. The validity and reliability of the test were established, confirming its suitability for this study.

Results: The findings indicated a statistically significant difference at the (α = .05) significance level between the mean scores of the experimental group (taught using Van de Walle's model) and the control group (taught using traditional methods) in overall algebraic understanding and in each of its components, with the experimental group outperforming the control group.

Conclusion: Based on these findings, the study recommends the integration of Van de Walle's model of mathematical representations into teaching practices, the provision of teacher training on its application, and the conduction of further research to examine the effectiveness of Van de Walle's model on other variables and across different educational stages.

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