Basic Informations

C.V

CV

First: General Data:

Name: Sayed Mohamed Abd Allah Abd Rabouh

Current job:  lecturer at Curricula &Instruction Dept

Date of Birth: 3 - 1 -1982

National ID: 28201032200797

Phone Number: 01280096490

Mobile: 0104965076  /  01117090737

E- Mail: sayed.abdrabou@edu.bsu.edu.eg

              sayedmath0000@yahoo.com   

              sayedm100100@yahoo.com

Second: Educational Qualifications:

Third:Academic career progression (internal and external):

Address: Egypt - Beni Suef - School elite - Fayoum - extension of ramad.

Master Title

The Effect of Using Manipulative Materials and educational Games Strategy on Remediating Common Errors in Some Arithmetic Operations for Special Needs Students.

Master Abstract

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Manipulatives Materials ???? ?????? ??????? ???? ?? ????? ????? ??????? ??????? ??????? ?????? ?????? ?? ??????? ??????? ?? ????? ????????? ??????? ???????? ??? ????? ?????? ???? ???? ?????? ???? ????? ????? ????? ??? ???? ??????? ??????? ????? ?? ???? ????? ??????? ?? ??????? ????????? ?????????? ???? ??????? ???????? ???????? ??????? ???? ?????? ??? ????? ?????? ?? ???????? ????????? ???????? –?????- ??? ????? ?????? ?????? ??????? ?????????. ??? ????? ?????? ??????? ???????? ???? ???? ????????? ?? ????? ????????? ??? ???? ?????? ???? (Denies Base Ten Blocks) ?????????? ????????? ????? ??????? Pattern Blocks ????????? ??????? ???????? ?????Algebra Tiles. ????????? ??? ??? ??? ????? ?????? ????? ????? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ?? ???? ??????? ??????? ?? ??? ???????? ???????? ??? ?????? ????? ??????? ???????. ?????? ??????: ????? ????? ????? ?? ???? ??? ????? ????? ?? ????? ???????? ???????? ?????? ?????? ?????? ??? ?????? ???? ?????? ????????? ?????? ??????? ??????? ????? ????? ??????? ?? ?????? ??????: ”?? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ?? ???? ??????? ??????? ?? ??? ???????? ???????? ??? ?????? ????? ??????? ????????". ?????? ??? ??????? ???????: 1. ?? ??????? ??????? ???? ??? ???? ?????? ????? ??????? ??????? ?? ????? ?????? ????? ??????? 2. ?? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ?? ???? ??????? ??????? ?? ????? ?????? ????? ?????? ??? ?????? ???? ?????? ????????? ?????? ??????? ??????? ? ?????? ???????: ????? ????? ?????? ???: 1- ???? ????? ?????? ??????? ??? ?????? ???? ?????? ????????? ?????? ??????? ??????? . 2- ?????? (8) ?? ?????? ???????? ???? ?????? ????????? ?????? ??????? ??????? ??????? ??? ????. ???????? ???????: ??? ????? ?????? ???: 1-?????? ??? ??????? ??????? ?? ????????? ???? ??? ???? ?????? ????? ??????? ???????. 2-????? ?? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ?? ???? ??????? ??????? ?? ????? ?????? ??? ?????? ???? ?????? ????????? ?????? ??????? ???????. ??????? ????????: ????? ????? ??? ????? ?? ??? ?? ???? ??: 1-????? ????? ???????? ??????? ?? ???????? ???????? ??? ????? ?????? ?????? ????? ?????? ??? ???? ???? ???????? ????. 2- ????? ????? ??? (???????? ????????-???????? ????????) ????? ?????? ??? ????? ???????? ???????? ???????? ??? ???????????? ???????? ??????. 3- ????? ???????? ??? ????? ????? ??????? ?????? ??? ???? ??????? ????????? ??? ?? ????? ??? ??????? ????????? ???????????? ?????? ???????? ?????. 4- ?????? ????? ??????? ??? ?? ????? ??? ???????????? ??? ???? ????? ????????? ?????? ??????? ???????. 5- ??? ???? ??????? ???? ????? ?? ???? ????? ?????? ????? ??????? ??????? ?? ????????? ??????? ??????. ?????? ???????: ?? ????? ?????? ???????? ???????? ????? ?????????? ????????? ???????? ??? ??? ?????? ???????? ????????? ???????? ?????? ??????? ???????? ??????????? ??????? ????????? ???? ?????? ???????? ??????? ?????? ??????? ???????. ?????? ??????: ???? ????? ?????? ?????? ?? ??? ?????? ????????? ???????: 1- ???? ??? ??? ???????? ??? ?????? ?? ?? ?????? ?????????? ????????? ???????? ?? ?????? ?????? ???????? ???????? ?? ???? "????? ??????" ????? ?????? ???????? ?????????. 2- ???? ??? ??? ???????? ??? ?????? ????? ??????? ?????? ??????? ??????? ??? ?? ?????? ?????????? ????????? ???????? ?? ?????? ?????? ???????? ???????? ?? ???? "????? ??????" ????? ?????? ???????? ?????????. ????? ?????: ??? ????? ??? ??????? ???????: ?????: ????? ??????? ??????? ?? ???? "????? ??????" ??? ?????? ???? ?????? ????????? ?????? ??????? ???????: ??- ????? ????? ???? " ????? ??????" ??????? ?? ???? ????? ?????. ??- ???? ?????? ?????? ????? " ????? ??????". ??- ??? ???????? ???????? ??????? ?? ???? ????? ?????. ??- ????? ???????? ???????? ??? ???? ?? ?????? ???? ?????? ????????? ?????? ??????? ???????. ??- ????? ?????? ???????? ?????? ??????? ??????? ?????. ??????: ???? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ?? ????? ?????? ???????? ?? ???? ??????? ??????? ???? ??? ???? ????????. ??- ????? ?????? ??????? ?? ???? ?????? ?????? ???? " ????? ??????" ?? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ?????????. ??- ??? ???? ?????? ??? ?????? ?? ????????. ??- ?????? ?????? ???????? ????? ?????? ?? ??? ???? ????????. ?- ????? ?????? ?????? ?? ????? ?????? ?????? ?? ????: ? ????? ????? ?? ????????. ? ????? ????? ????????. ? ????? ??????? ?????? ?????? ???????. ? ????? ???? ?????????. ? ????? ?????? ???????? ????????. ? ??? ??????? ????????. ? ????? ????? ???????. ?- ??? ???????? ???????? ?? ????: ? ?????? ?? ??? ???????? ?? ???? ???? ??? ?????? ?? ????????. ? ???? ??? ?????? ???? ???????? ?? ???? ?????? ??? ???? ?? ????????. ?- ????? ??????? ?????(??????? ??????? ???????? ?????). ?- ??????? ???????? ????? ???????: • ??????? ?????? ???????? ???????? ??? ?????????? ????????? ?????????. • ????? ?????? ???????? ?????? ??????? ???????? ??????????? ??????? ????????? ???????? ????????? ????????? ??????? ???????? ??????? ???????? ????????. • ??????? ?????? ???????? ???????? ??? ?????????? ????????? ?????????. ?- ?????? ???????? ????????. ?- ????? ??????? ???????? ??????? ??? ???? ?????. ?- ????? ??? ???????? ?????????? ?? ??? ?? ????? ??? ????? ?????. ??????? ???????: ?? ??? ????????? ???? ?????? ?????? ??? ????? ??? ????? ???? ????? ?????? ???: 1- ???? ??? ??? ???????? ??? ?????? ?? ?? ?????? ?????????? ????????? ???????? ?? ?????? ?????? ???????? ???????? ?? ???? "????? ??????" ????? ?????? ???????? ?????????. 2- ???? ??? ??? ???????? ??? ?????? ????? ??????? ?????? ??????? ??????? ??? ?? ?????? ?????????? ????????? ???????? ?? ?????? ?????? ???????? ???????? ?? ???? "????? ??????" ????? ?????? ???????? ?????????. ?????? ?????: ?? ??? ????? ??? ????? ???? ????? ??? ???????? ???? ?? ???? ?? ?????? ??????? ???? ?????? ???: - ????? ??? ????? ??????? ????? ??????? ?????? ????? ????????? ?????? ??????? ??????? ??? ??????????? ??????? ???? ???? ????? ?????? ???????? ??????? ???????? ?? ????? ????????? ????? ??????? ??????? ???? ??? ???? ???????? ????? ???????? ?????? ?????????????? ??????? ????????? ?? ????? ???????? ??????. - ?? ???? ??????? ????????? ?????? ?????? ?? ????? ???????? ?????? ????????? ?? ???????. - ???????? ?????? ?????? ????? ?????? ???????? ?????? ??????? ???? ?????? ?? ??????? ??? ??????. ?????? ????????: ?? ??? ??????? ???? ?? ?????? ????? ?? ???? ??? ????? ???? ?????? ?????? ?????? ?????? ???????: • ????? ?????? ????? ?????? ????? ????????? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ?? ????? ????????? ????? ??? ???????? ??? ??? ???????? ????????? ?? ????? ???????? ???????? ??? ????????. • ????? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ?? ???? ?????? ?????? ?? ?????????. • ????? ??? ??????? ?????? ??????? ???????? ??????????? ??????? ????????? ??? ????? ??????? ??? ????????? ????? ??? ??????? ??? ???????? ???????? ?? ??????? ????????? ???????? ? ???????? ???????? ????????.

PHD Title

The Effect of a Developed Mathematics Curriculum for the Seventh Grade Hearing Impaired Students on Developing Visual Thinking and Achievement

PHD Abstract

Faculty of Education Curricula & Instruction Dept The Effect of a Developed Mathematics Curriculum for the Seventh Grade Hearing Impaired Students on Developing Visual Thinking and Achievement Research Submitted in partial fulfillment of The requirements for the degree of Doctor of Philosophy in Education (specialized in Methods of teaching Mathematics) Prepared by Sayed Mohamed Abd Allah Abd Rabouh Assistant lecturer at Curricula &Instruction Dept Supervised by Dr/Madiha Hassan Mohamed Dr/Abdel–Rahman Mohamed Abdel-Gawad Professor of Curricula & Instruction Associate Professor of Curricula& Instruction Head of Curriculum& Instruction Manager of training &educational and Educational Technology Dept consultations center Faculty of Education Faculty of Education Beni- Suef University Beni- Suef University 2014-1435 Introduction: Interest in retarded child represents an indicator of nations' progress and their civilization as special needs people represent a high ratio in the society, so we should care for educating those people as it is a service and investment at the same time. Teaching and educating retarded people are considered a duty of the country with all its institutions .This duty is not a favor, but it's a right for those people for moral, religious, constitutional and economic considerations. Allah has given humans several gifts, one of which is hearing sense which helps in feeling all what they surround, and recognize everything around them as it helps in the adaptation and accommodation with the surrounding world Generally, disabled acoustically persons is an individual suffering from hard weaknesses in speech or can't learn normally as well as suffering from emotional or mental disorders which leads to reduction in his achievement for about three or five years comparing with his peers. This decrease increases with the age increase, inability to cooperate, speak or discuss with others, difficulty in communicating with normal peers. In addition to that he doesn't not concentrate for a long time, can't remember words except if gained through sensation and sight, and he learns in a slow pace. There are several modern trends to teach Mathematics for dumb students which are tackled by some studies in developing disabled acoustically students' achievement. Mathematics occupies a distinguished position among other cognitive branches as it has several applications in life fields. It is considered one of the important subjects that are taught for disabled acoustically students as it participates to a high extent in developing their information about environment and its professional activity to employ it in serving other future professions. It has been observed that Mathematics books which are taught for normal students and disabled acoustically students are the same, although he does not concentrate for a long time, finds difficulty in communicating with normal peers, suffers from fast forgetting , inability to link previous topics together with the new ones and, distracting attention. So some studies and researches have tackled constructing and experimenting suggested curricula in Mathematics for disabled acoustically students. It has been proven that man remembers 20% of what he reads, 20% of what he hears, and 50% of what he says; in a sense that what a man sees lasts more in memory than what he reads. Visual language is a universal one that can be comprehended by man whatever his language or accent as it helps in comprehending written text accompanying this visual language to develop one's ability to think and recognize relations. There are three methods in thinking: audio thinking, visual thinking, sensatory thinking, Visual thinking is a system of processes that translate one's ability to read visual form and turns visual language into written or spoken language and gain information. Visual thinking is a great tool for exchanging thoughts with a measurable speed either individually or through interacting group work. As it helps in recording ideas and information in an organized way for the purpose of presenting what should be done in a certain topic or project clearly. In addition to the distinguishing feature of this style in thinking in organizing complex information, mixing colors, figures and images in consecutive sights taken by the eye increases the ability to remember, and this has a great benefit. Visual thinking is basic for academic and social learning especially in primary schools, so developing visual thinking is considered a main requisite before disabled acoustically student as it is a distinguished trait for invention as visual thinkers have the ability to imagine and visualize, and their thinking will be faster than audio thinkers. The last half of the twentieth century has witnessed root, deep, several and consecutive changes locally and internationally in Mathematics curriculum and its methods of teaching to perform its role in meeting this century's challenges to cope with innovations in developments and contemporary trends. Absorption of disabled acoustically student is 25%, and it may increase if there is a visual problem to 40%.Special education curricula for disabled acoustically students meet their needs of life experiences and work by, Through examining the current curricula taught for them, it has been clear that they do not care for special needs of students specially their visual needs as they are curricula developed mainly for normal students. Accordingly, the researcher finds that it might be important to develop a Mathematics curriculum for disabled acoustically students in the primary stage and measure its effect in developing visual thinking and achievement. Research problem: The research problem represents in that the current curricula taught for normal students are similar to those taught for disabled acoustically students in content, methods of teaching and assessment styles regardless their special conditions which led to: • Limitation in visual thinking of disabled acoustically students. • Limitation in achievement of disabled acoustically students. The main research question represents in: What is the effect of a developed Mathematics curriculum for disabled acoustically seven graders on developing visual thinking and achievement? Of which the following branch questions were sprung: 1. What image curriculum developer in the seventh grade mathematics students and hearing impaired, which can affect the development of visual thinking and learning have? 2. What is the effect of administering A unit of the curriculum developer in the field of engineering (the unit of geometrical transformations)on developing visual thinking of disabled acoustically seven graders? 3. What is the effect of administering A unit of the curriculum developer in the field of algebra (unit of normal numbers) on developing visual thinking of disabled acoustically seven graders? 4. What is the effect of administering administering A unit of the curriculum developer in the field of engineering (the unit of geometrical transformations)on developing achievement of disabled acoustically students? 5. What is the effect of administering A unit of the curriculum developer in the field of algebra (unit of normal numbers)on developing achievement of disabled acoustically students? Research Objectives: The current research aims to: 1. visualize mathematics curriculum developer in the seventh grade for the hearing impaired pupils, which can affect the development of visual thinking and learning to have. 2. Examining the effect of administering A unit of the curriculum developer in the field of engineering (the unit of geometrical transformations)in the developed curriculum on developing visual thinking of disabled acoustically seven graders. 3. Examining the effect of administering A unit of the curriculum developer in the field of algebra (unit of normal numbers)in the developed curriculum on developing visual thinking of disabled acoustically seven graders. 4. Examining the effect of administering A unit of the curriculum developer in the field of engineering (the unit of geometrical transformations)in the developed curriculum on developing achievement of disabled acoustically students. 5. Examining the effect of administering A unit of the curriculum developer in the field of algebra (unit of normal numbers)in the developed curriculum on developing achievement of disabled acoustically students. Research Significance: This research is a response to universal calls for interest in developing Mathematics and modern teaching strategies to teach Mathematics especially for disabled acoustically people, and their right to learn Mathematics and benefit from it in all daily life fields, and care for them, so the significance of the current research represents in: 1. For the Teacher: The current research may help the teacher by: - Presenting a list of visual thinking skills for learning Mathematics in the primary stage. - Developing some objective tools such as achievement and visual thinking tests. - Presenting a teacher's guide to help disabled acoustically students in teaching a unit of the curriculum. - Asking him to help dumb students use more than one sense in learning Mathematics to acquire several educational experiences. 2. For Mathematics Supervisors: The current research may help Mathematics supervisors in their work to help teachers develop visual thinking and achievement in Mathematics of disabled acoustically students during teaching activities. 3. For trainers of Teachers: The current research may help trainers of teachers in constructing training programs as their content may include the suggested curriculum. 4. For Curricula Designers: - The current study may help curriculum designers reconsider school curricula , reconstruct and present them in a way that include some activities that help develop visual thinking and achievement in Mathematics of disabled acoustically students. - Construct a developed curriculum in Mathematics for disabled acoustically seven graders and its effect on visual thinking and achievement. Research Limitations: The current research is limited to: - Constructing a developed curriculum in Mathematics (Goals-content -Methodology- teaching aids-Evaluations Methods) for the hearing impaired pupils seventh grade primary second semester. - Measuring the effect of the units of geometrical transformations and normal numbers of the developed curriculum on developing visual thinking and achievement. - 21 students from the seventh grade pupils in primary hearing impaired and deaf, and they numbered 11 and the hearing impaired and the number 10 Hope School for the Deaf and Hard of Hearing in Beni- Suef, and Nasir School special education, and Ehnasaa special education school. Research Methodology: Quasi-experimental design based on one group is used in the current research. Research Tools: The researcher has developed the following tools: 1. Visual thinking test in geometrical transformations unit (prepared by the researcher). 2. Visual thinking test in normal numbers (prepared by the researcher). 3. Achievement test in geometrical transformations unit (prepared by the researcher). 4. Achievement test in normal numbers unit (prepared by the researcher). Research Hypotheses: To answer the research questions, the researcher supposed the following hypotheses: 1. There is significant difference between the mean of scores of the research group in visual thinking test in A unit of the curriculum developer in the field of engineering(the unit of geometrical transformations)before and after studying the unit for the good of post administration. 2. There is significant difference between the mean of scores of the research group in visual thinking test in A unit of the curriculum developer in the field of algebra (unit of normal numbers)before and after studying the unit for the good of post administration. 3. There is significant difference between the mean of scores of the research group in achievement test in A unit of the curriculum developer in the field of engineering (the unit of geometrical transformations)before and after studying the unit for the good of post administration. 4. There is significant difference between the mean of scores of the research group in achievement test in A unit of the curriculum developer in the field of algebra (unit of normal numbers)before and after studying the unit for the good of post administration. Research Procedures: To answer the research questions, the researcher used the following procedures: 1- Reviewing previous researches and studies in the fields of visual thinking and disabled acoustically students. 2- Reviewing current Mathematics books taught for seven graders disabled acoustically students. 3- Analyzing Mathematics curriculum currently taught for seven graders students to decide on the existence of visual thinking in it. 4- Preparing a list of visual thinking skills for the hearing impaired students in primary seventh grad 5- Deciding on a final form of the visual thinking list for disabled acoustically seven graders. 6- . Reach the final of the image to the list of visual thinking skills. 7- Assessing current Mathematics curriculum (aims-content-teaching methods-assessment styles) in the light of visual thinking skills list that were previously prepared. 8- Constructing the developed Mathematics curriculum by: ? Determining objectives of the developed Mathematics curriculum for disabled acoustically seven graders. ? Preparing a student book in Mathematics for disabled acoustically seven graders.( content of the developed curriculum). ? Preparing teacher's guide to teach the developed Mathematics curriculum. ? Determine teaching methods, teaching aids appropriate for teaching math curriculum developer. ? Preparing assessment tools of the developed Mathematics curriculum. 9- Judging the developed curriculum by a group of reviewers: experts and specialized in teaching Mathematics. 10- Carrying out a pilot study for some f the prepared lessons. 11- Modifying the developed curricula in the light of reviewers' opinions and pilot study. 12- Selecting the units of normal numbers and geometrical transformations to be administered by the research participants. 13- Analyzing the content of " geometrical transformations " and " " normal numbers" unit. 14- Designing " visual thinking" and " achievement" test in the units of " geometrical transformations" and " normal numbers" for disabled acoustically seven graders. 15- Judging the tests by a group of reviewers. 16- Deciding on the final form of visual thinking and achievement tests according to reviewers' modifications. 17- Preparing the primitive form of the teacher's guide to teach both of " geometrical transformations" and " normal numbers" unit in the developed curriculum. 18- Judging the teacher's guide to teach both of " geometrical transformations" and"normal numbers" unit in the developed curriculum by a group of reviewers. 19- Deciding on the final form of the teacher's guide according to reviewers' opinions. 20- Determinig the research experimental group consisting of 21 students(9 students off Ihnasia special education school, 7 students out of Naser special education school and 5 students out of Amal school for dumb and week sighted students in Beni Suef. 21- Pre-administering the tests of visual thinking and achievement in normal numbers units for the research experimental group. 22- Teaching the unit of normal numbers to the experimental group students from 9/3 to 31/3/2014. 23- Post-administering the tests of visual thinking and achievement in normal numbers unit for the research experimental group. 24- Pre-administering the tests of visual thinking and achievement in geometrical transformation unit for the research experimental group. 25- Teaching the unit of geometrical transformations to the experimental group students from 1/4 to 19/4/2014. 26- Post-administering the tests of visual thinking and achievement in geometrical transformations units for the research experimental group. 27- Statistic treatment of data and grades of crude. 28- Analyzing results, interpreting them and verifying research hypotheses. 29- Presenting the most important obstacles to the experience, and ways to overcome them. 30- Presenting some suggestions and recommendations according to research results. Research Results: In the light of the research procedures followed to reach a solution for the research problem, the current research concluded that: 1. There is a significant difference between the mean of scores of the research group in visual thinking test in geometrical transformations unit before and after studying the unit for the good of post administration. 2. There is a significant difference between the mean of scores of the research group in visual thinking test in normal numbers unit before and after studying the unit for the good of post administration. 3. There is a significant difference between the mean of scores of the research group in achievement test in geometrical transformations unit before and after studying the unit for the good of post administration. 4. There is a significant difference between the mean of scores of the research group in achievement test in normal numbers unit before and after studying the unit for the good of post administration. Research Recommendations: In the light of the results of this research, some recommendations that may be useful in the field relevant to this research such as: - The necessity for constructing programs, organizing training courses to train Mathematics teachers at Amal schools for dumb and weak-sighted for teaching using student book and making them aware of modern methods and strategies used in teaching disabled acoustically students and used in teacher's guide. - Necessity for reconsidering Mathematics books especially for disabled acoustically students as they should not be a mere literal translation of normal students' books, but instead there should be special books in which scientific content is presented in a style that suits disabled acoustically of those students and construct curricula that meet their needs and traits. - Issuing bulletins and journals to enable specialists, teachers and parents deal with disabled acoustically students and publish any new thing concerns them. Researches Suggested: In the light of the current research results, the following researches may be suggested: - Developing Mathematics Curricula of disabled acoustically students in the preparatory stage. - Effectiveness of a developed curriculum in the light of some international challenges in teaching the for some skills and Mathematics concepts in kindergarten or primary stage in disabled acoustically schools. - The effect of a Mathematics developed curriculum in developing visual thinking and achievement of secondary school students. - Effectiveness of a suggested unit in the light of multiple intelligences in developing visual thinking and solving Mathematics problem for disabled acoustically students. - The effect of a blended learning program based on active learning in developing visual thinking of disabled acoustically students.