Effectiveness of the Strategy of Thinking aloud in Developing the Ability to Solve Mathematical Problems among Gifted Students
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Abstract
This study aimed to explore the effectiveness of using the strategy of thinking aloud in teaching mathematics, and developing the ability of solving mathematical problems among gifted fifth grade students in Makkah. The sample consisted of (53) gifted students in the fifth grade in Makkah, who were divided into two groups: a control group consisting of 26 students and an experimental one consisting of 27 students. The members of the experimental group were taught the unit of "applications of addition and subtraction", using the strategy of thinking aloud, while the same unit was taught to the control group using the traditional method. An achievement test was developed, validated and administered before and after the treatment to measure the ability of solving mathematical problems among the participants. The results indicated that there were statistically significant differences between the mean scores of the experimental and control groups at the level of (a = 0.05) in the post-test in favor of the experimental group. The study concluded with a set of recommendations to curriculum planners and designers in order to reconsider the syllabus of mathematics and other subjects in various stages according to the strategy of thinking aloud.
Keywords: strategy of thinking aloud, solving mathematical problems, talented students.
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