Mathematical Thinking and Its Relation to The Two Sides of The Brain in The First Grade Secondary Students in The Capital Sanaa Secretariat 10.35781/1637-015-012-002د. عبد الله عباس مهدي المحزري ، أ. أحمد أحمد عبد الله طلحي

Abstract

This study aimed to identify the relationship of mathematical thinking with both sides of the brain among students in the first year of secondary school in Sana'a. The study followed the descriptive-analytical approach, and to achieve the objectives of this study, two tools were used. The first was a measure of cerebral control, which determines the controlling side (right-left - integrated) of the brain. The second instrument was a measure (test) of mathematical thinking, which measures the skills of mathematical thinking in its four types (visual, critical, evidentiary, and creative). After measuring the authenticity and consistency of the study tools, they were applied to the sample of (598) male and female students of the first secondary grade in Secretariat of the capital Sana'a. The study led to a number of results, the most important of which are: the prevalence of the left side of the brain in the sample, and the low possession of mathematical thinking skills among the sample members. All of them are weak and do not rise to the level of education acceptable in this study, 65%, except for evidentiary thinking was at the acceptable level. The results indicated that there were no differences in the mathematical thinking of the gender variable except for the evidentiary and creative thinking. Differences were statistically significant for males in evidentiary thinking and females in creative thinking. It also pointed out that there were differences in the average scores of the mathematical thinking test due to the dominant side of the brain. The results of the dimensional comparisons of Shafeh showed that there are differences between the right and the left side in favor of the right side between the integrated side and the left side in favor of the integrated, and between the right side and the integrated side in favor of the integrated side. The results also indicated that there was no correlation between mathematical thinking as a whole and the dominant pattern of the right and left side sample. Except for mathematical thinking and the dominant pattern of the integrated side sample, the results were statistically significant, indicating a relationship between them.