Strategies of Conceptual Change and its Implications in Modifying the Concept of Alternative Mathematics among Grade 10 Students in the State of Kuwait

Abstract

The aim of the study was to find out the effect of using some conceptual change strategies in modifying the mathematical concepts of the tenth grade students in Kuwait. The descriptive study sample was composed of (326) students out of (2567) students and students in the tenth grade in Kuwait City. An experimental sample was chosen consisting of (4) people, two male and one female, experimental and two females, one female and the other experimental. The sample size reached (170) male and female students. The researcher has applied a diagnostic test for the errors of the experimental and experimental errors in the sample of the experimental study and using statistical treatments according to the Statistical Package for Social Science program. The study showed the effectiveness of the conceptual change strategies used by the researcher in modifying the mathematical concepts of the tenth grade students, The following results were found: There were statistically significant differences at the level of (α = 0.01) in the post-test between the mean scores of the control group (15.40) who studied the traditional method and the mean scores of the experimental group (15.35) who studied using the conceptual change strategies. A statistically significant difference was found at the level of α = 0.01 in the post-test between the mean scores of the control group (15.44) who studied the traditional method and the mean scores of the experimental group (15.37) who studied using the conceptual change strategies. Statistical differences were found at the level of (α = 0.01) in the post-test between the average scores of the students of the control group (15.37) who studied the traditional method, and the average scores of the experimental group (15.33) who studied using the strategies of conceptual change. In the light of the above findings, the researcher recommends using conceptual change strategies to modify alternative mathematical concepts.