Abstract

It is requested from the process of studying the effect of using the method (Brain Storming) on achievement and the development of associative thinking among second-grade students of average in the subject of mathematics on achievement and the development of inferential thinking in the subject of mathematics by verifying the following hypotheses:
First - the first hypothesis: - It states that there is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who study history by the method of generating ideas and the average scores of the control group who study the same subject in the traditional way in achievement
Second: The second hypothesis:- There is no statistically significant difference at the level (0.05) between the average scores of the experimental group students who study mathematics by the method of Brain Storming and the average scores of the control group who study the same subject in the traditional way in developing inferential thinking towards the subject.
The current research was limited to second-grade students in the average / in the Directorate of Education / ninawa/ district by teaching three chapters of the mathematics book to be taught for the academic year (2023-2022), and the researcher followed an experimental design with partial adjustment, the sample of the research consisted of (60) A student and the researcher rewarded the researcher between the two groups of the research sample in the variables (chronological age, pretest, intelligence, associative thinking towards the subject and the achievement of parents). And psychology, where the validity of the test was (0.80) and the coefficient of sincerity of Algebraic thinking (075), and in the statistical analysis, the stability of the test reached (0.85) and the stability of the scale (0.80) The experiment was applied in the second semester. Statistical The research found a statistically significant difference in favor of the experimental group in both achievement and inferential thinking. In light of the results, the research concluded with a number of recommendations and suggestions.