The Effect of the Jigsaw Method in teaching Mathematics at the Application Level of Kindergarten Children
Abstract
The research aimed to determine the effect of adopting the jigsaw method in teaching mathematics at the level of application among kindergarten children, on short-term and long-term memory. The research subject included three areas of the kindergarten curriculum, namely: numbers, geometric shapes, and spatial and temporal relationships.
The research community consisted of all the children who finished the Al-Bustan class in kindergartens that belong administratively to the Palestinian Ministry of Education. These children are preparing to enroll in the preparatory class of the academic year (2020-2021). As for the research sample, it consisted of (108) children, including (52) males and (56) females, who were chosen by a simple random method, where three kindergarten institutions were chosen in the city of Jerusalem. To achieve the goal of the research, a tool was prepared, which is a test to measure mathematical logic and readiness for mathematics for the preliminary class, and all rationing procedures for the test were completed.
The results revealed that the jigsaw method has a role in improving the achievement of kindergarten children on short-term memory at the level of application at Bloom's, and statistically significant differences were shown in favor of the experimental method (the jigsaw method). It was found that there were no statistically significant differences between the control and experimental groups at the level of long-term memory at the level of application at Bloom's. The results also indicated that there were no statistically significant differences between the student's gender variable and his achievement at the level of application according to the Gecko method.
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