أثر استخدام إستراتيجية ترشيح الأفكار في تحصيل تلاميذ الصف الخامس الابتدائي في مادة الرياضيات.

The current research aims to identify (the effect of the idea nomination strategy on the achievement of fifth-grade primary school students in mathematics). The researchers adopted a partial controlled experimental design with two equal experimental and control groups, to suit the circumstances of the current research. The researchers intentionally selected fifth-grade primary school students from a school Al-Horeya in the Sharqat Education Department, and in a random manner, group (B) was chosen to be an experimental group whose students were taught using the strategy of filtering ideas, while group (A) became a control group whose students were taught in the usual manner. The research sample reached (62) students. Before starting the experiment, the researchers were keen to make the students of the two research groups statistically equal in a number of variables that are believed to affect the safety of the experiment. These variables are: (chronological age calculated in months, last year's average for the fourth grade of primary school, the "Raven" intelligence test, and the educational level of the parents. Mothers' educational level. The researchers determined the educational material to be taught, which included the first three chapters of the mathematics book for the fifth grade of primary school. In light of the content, the researchers prepared behavioral objectives within three levels. The researchers also prepared (20) model teaching plans for both groups. The researchers adopted a tool to measure the variables of their research, which was an achievement test consisting of (30) multiple-choice items. They verified its validity, reliability, and discrimination. The researchers taught both groups themselves, with two lessons per week for each group. After completing the experiment, the research tool (achievement test) was applied to the two research groups. After collecting the results, the data was processed using appropriate statistical methods and the following results appeared: There is a statistically significant difference at the level of (0.05) between the average scores of students in the experimental group and the average scores of the control group in the achievement test, in favor of the experimental group. In light of the results, the researchers developed a set of conclusions, recommendations and proposals. [ABSTRACT FROM AUTHOR]