Abstract:
This study investigates the impact of implementing the strategies of
brainstorming and KWL on the fourth primary grade pupils' achievement in
mathematics and mathematical thinking. The sample consists of three groups:
the first experimental group is composed of 32 students who are taught by
the brainstorming strategy; the second experimental group consists of 30
pupils who are taught by the KWL strategy; whereas the traditional method
of teaching is used with the control group which consists of 33 pupils. The
three groups are assessed according to their performance in an achievement
test as well as a mathematical thinking test. The results indicate that there is
no significant mean score difference between the fourth-grade pupils in the
first and second experimental groups in the achievement and mathematical
thinking tests in terms of statistics. However, statically, there is a significant
mean score difference between the fourth-grade pupils in the first experimental
group and the control group in the achievement test and the mathematical
thinking test, and the same is found between the fourth-grade pupils in the
second experimental group and the control group in the achievement and the
mathematical thinking tests.