The Effect of combined active and based on Cartesian doubt educational methods on creative thinking in mathematicon on high school students of Bardaskan city

ghanei ali¹ Akbari ahmad²

IOI Code : XYCH-AECZC
Publication : 3rd International conference on Management , Economics and Humanities(icmeh.org)
Abstract :
    Mathematics is an important subject which can influence all aspects of life. Most our students think they cannot make more endeavor in their studying since they are unable to comprehend teachers’ methodology as it is classic. Some think why their classmates get better scores but they fail to acquire high scores. They don’t have critical thinking and have no creativity and innovation in their math solving. They admit that if their teachers provide much better methods, they could have better performance. The present study attempts to analyze the effect of active integrative instruction based on Cartesian doubt on students’ creative and critical thinking and their performance in mathematics among high school students in Bardaskan. As with the objectives of the study, it takes a quasi-experimental design. In order to find the above-mentioned effects, the target population was selected from among the students of two classes from a university through clustering sampling in order to form a control and an experimental group. The participants were required to answer creative and critical thinking questionnaires as well as a performance test. The obtained results were considered as pre-test scores. The researcher applied an active integrative instruction based on Cartesian doubt. Having collected the results, the researcher analyzed them with the use of SPSS software to provide descriptive statistics, independent sample t-test and covariance. The results proved that an active integrative instruction based on Cartesian doubt has a significant effect on both the creative and critical thinking and the performance of students in their math.

Keywords : instruction based on cartesian doubt classic instruction creative and critical thinking academic performance