THE EFFECTIVENESS OF A PROJECT-BASED LEARNING EDUCATIONAL PROGRAM IN DEVELOPING MATHEMATICAL THINKING SKILLS AMONG GIFTED INTERMEDIATE STUDENTS

Abstract

Objective: To investigate the effectiveness of project-based learning in developing mathematical thinking skills in mathematics among gifted intermediate-level students. Design: The researcher followed a quasi-experimental approach. The sample consisted of 24 gifted intermediate-level students in Al-Ahsa Governorate who had passed the Mawhiba Scale. The researcher designed a project-based educational program, based on the models of (Krajcik et al., 1999; Krauss & Boss, 2013). A mathematical thinking skills test tool was administered to the sample. Results: The study results revealed statistically significant differences between the mean scores of the experimental group students in the pre- and post-tests of the skills [logical thinking (Z = 2.67, p = < 0.05) - symbols and semantics (Z = 2.41, p = < 0.05) - mathematical deduction (Z = 2.43, p = < 0.05) - mathematical induction (Z = 2.39, p = < 0.05) - mathematical thinking skills as a whole (Z = 2.61, p = < 0.05)] in favor of the experimental group. Conclusion: Employing project-based learning in teaching gifted students aligns with the Kingdom of Saudi Arabia's Vision 2030, which emphasizes the importance of equipping students with the knowledge and skills of this era, and discovering their abilities and talents to nurture and support them, transforming them from an idea in the mind into a tangible object (tool) that can be used as a product that serves the nation and its people.