Mobile devices are characterized by attractive advantages, and provide broad benefits in the university students' math teaching. Our study proposes integrating the Mobile Applications in teaching geometry. Findings of the researches showed that students face difficulties in learning geometry. The material and virtual maneuvers may assist the university students in learning and understanding geometry easily. In this research, we investigated the effects of Mobile Applications (GeoGebra and Sketchpad) on the Students' Achievement. In this concern, we prepared the educational materials, achievement exams and worksheets according to the university curriculum. And they were applied on the students. This quasi-experimental study was applied on 105 students. The results showed that the use of Sketchpad and GeoGebra facilitated the students' understanding of the geometry concepts. Furthermore, the results showed that GeoGebra had more effect than Sketchpad on the students' learning.

This study aimed at identifying the effect of the mobile gaming in the mathematical achievement among the 4th graders. The study instrument was a math achievement test consisted of (30) items of the multiple choice type (4 alternatives). The sample consisted of (66) students of the 4th grade in the City of Zarqa (Jordan), which was distributed over two groups: experimental groups (n=34), and control group (n=32). The researcher employed the experimental method on both groups. The experimental group was taught using the educational mobile games, and the control group was taught by the conventional method. The study found that the use of mobile games is an effective practice for providing educational support to the students in mathematics. In addition, the size of the effect of using the mobile games was significant, which supports the effectiveness of the mobile games in math achievement among the 4th graders.

Reading comprehension is a rather difficult task for students in all the stages of study, especially when they are reading text in a foreign language. In the EFL (English as a foreign language) context, reading is one of the most intriguing and most common research topics. This study investigates the effects of teaching EFL reading comprehension to Japanese students through the Kit-Build concept mapping (KB-mapping) method. In doing so, we have conducted an experiment to compare the student comprehension with KB-mapping and Scratch-Build Concept Mapping (SC-mapping) methods. We gave participants a comprehension test (CT) and a delayed comprehension test (DCT; two weeks after using the mapping methods). By comparing the results of the CT and the DCT for the two conditions groups, we found that using KB-mapping was no better than using SC-mapping for participants understanding the text just after using the methods, but KB-mapping led to better effects in recalling and remembering of the text after a while.

Abstract-In this paper, we describe the effects of using KitBuild concept mapping (KB-mapping) method as a technologyenhanced support for the Reading Comprehension (RC) in English as Foreign Language (EFL) contexts. RC is a process that helps learners to become a more effective and efficient reader. It is an intentional, active and interactive activity that language learners experience in their daily working activities. RC of EFL is a significant research area in technology-enhanced learning. In order to clarify the effect of KB-mapping method, we compared the results with that of selective underlining (SU) strategy through the Comprehension Test (CT) and the Delayed Comprehension Test (DCT) that performed two weeks later. As the results, it is clarified that there is a noticed difference in the DCT scores, while there is no significant difference in the CT scores. It indicates that the use of KB-mapping method helps learners to retain their information for longer period of time. By doing more statistical analysis for the results of the Kit-Build Conditions (KB-conditions) group and comparing them with the map scores, we found that the learners could answer 76% of the questions whose answers were included in their learner's maps. It was found that learners could recall 86% of the questions and that their answers were included in their learner's maps. It indicates that the use of KB-mapping method helps learners to retain and recall more information compared with the SU strategy even after two weeks elapsed. In a follow-up questionnaire after the end of all experiments, it was revealed that participants thought that using KB-mapping was similar to SU for the CT just after the use, but KB-mapping was more useful in remembering information after a while, and it was more difficult to carry out. Participants liked to use it in RC tasks, but asked for more time to do it.

The study attempted to characterize students’ conceptions of learning and approaches to learning and revealing the correlation between the students’ concepts and approaches to learning. The researchers used qualitative content analysis and a descriptive approach. The study population comprised 90 male and female students of the Faculty of Educational Science in the HU University, Jordan, during the 2019/2020 academic year. The quantitative concepts were dominating among students (87.77%), especially the concept of learning as a knowledge increase (33.33%). On the other hand, the qualitative concepts of learning were low (12.22%), especially on the person change (2.22%). In addition, there was an emergence of a new concept of learning outside the traditional concepts, namely learning as exam preparation. The results showed that the deep approach to learning was low, and the surface approach to learning was high. The results further showed a correlation between the quantitative concepts of learning and the surface approach to learning, as well as a correlation between the qualitative concepts of learning the deep approach to learning. Hence, the general conclusion implies that if teachers are to place learners at the heart of the learning process, they must be aware of the concepts of learning and learning approaches of the students.

The study aims at investigating the effect of using Performance-based assessment Strategies on tenth-grade students’ Achievement and self-efficacy in Jordan; in order to achieve that goal, a performance-based assessment strategy has been applied to (72 students in Al-Zarqa city) representing a sample of (35 students) in which the performance-based assessment strategy was applied to evaluate students’ performance assignments, and a population of (37 students) have been typically evaluated. The study took (8) weeks, (5) hours per week. The academic final result test and self-efficacy measure were applied after the completion of the study. The findings of the study have proved a statistical significance between the mathematical averages in the outcome test, and the measure of overall self-efficacy and each of its dimensions in favor of the experimental group.

<p><em>The study aimed to probe the effect of solving mathematical problems through using Mobile Learning (ML) on the seventh grade students' ability to solve them in Jordan. The study sample consisted of fifty-four (54) students of seventh basic grade in Zarqa in Jordan who were divided into two groups randomly: experimental group which included twenty-six (26) students who were taught through using mobile learning methodology and control group which consisted of twenty-eight (28) students who were taught through using the traditional ways of teaching. Mathematical problem solving test were prepared which were verified to check their validity and reliability. In general, the results related to problem solving and its dimensions revealed the understanding and reading of the problem, setting forth a plan for solving and implementing it as well as revising the solution). The students of the experimental group were taught by using mobile learning methodology were more excellent than their counterparts in the control group who were taught through using traditional teaching. </em></p>

This study aimed to reveal the common errors in fractions, the associated thinking strategies among 5th graders, and the persistence of these errors. A quantitative method was applied in this study through calculating the percentages of every type of error the students made in the diagnostic test, The qualitative part was performed through individual interviews and analyzing them to probe the thinking strategies used by the students that lie behind their common errors, The test was conducted for 240 students and 30 students were interviewed. The results showed a variety of common mistakes the students made, and that the rates of these mistakes were as follows: the highest was due to dealing with the fractions as integers, followed by errors about the basic concepts of the fractions. The results further showed a diversification in the students' thinking and the associated mistakes. One of the most noticeable mistakes was expressing the fraction without attention to the equal parts. The rates of other common errors were as follows: considering that the fractional number is always higher than the figure A/B, and that figure A/B is always less than one; treating the fractions as integers; misinterpretation of the relation between the numerator and the denominator with the actual value of the fraction, and ignoring the integer in the fractional number. The results also showed that more than 50% of the students made errors associated with solution strategies in the fractions issue.