الملخص

The study aims at indentifying the efficiency of two patterns of presenting algebraic concept maps on the achievement and development of mathematical thinking for first grade students–Department of Mathematics/ College of Education. In order to realize this aim, the researcher put two null hypotheses. The study sample consisted of (70) first grade students–Department of Mathematics/ College of Education for the year 2006–2007 that were randomly selected and distributed into two equal classes, that represent the two experimental groups. The experimental design is adopted, using two equal groups: 1. The first experimental group examined using the first pattern including the presentation of algebraic concept maps at the beginning of the lesson. 2. The second experimental group examined using the second pattern including the presentation of algebraic concept maps at the end of the lesson. Equivalence of the two groups is made through the following variables: general mark, six grade mathematics mark, students age, pre mathematical thinking mark prepared by the researcher. Two tools are mainly used in the study, the first of which is an achievement test prepared by the researcher including two types of items: subjective and semi–essays, consisting of 25 items, according to Myrle levels of remembering, application and exploration and validity is checked. The second tool is mathematical thinking test prepared by the researcher for all the university students consisting of 20 items including five fields: meditation, conclusions, relations, generalization and problem solving. The researcher has made nine algebraic concept maps and the experiment continued for the period November 20th 2006 – January 16th 2007. The following statistical means are used: T–test for two independent and correlated samples, Alpha–Kronbach equation, KR–20 equation, difficulty coefficient and distinguishing power. After calculating the statistical indicators, it has been shown that the designed maps are effective in understanding first grade students of linear algebra and developing their mathematical thinking. In addition, the first pattern that presented the whole map at the beginning of the lesson is more superior than the second one and there were no differences between the two patterns concerning the development of mathematical thinking. Some recommendations are made by the researcher including the adoption of concept maps designed in teaching linear algebra. In addition, some proposals for more future studies.