A Proposed Teaching Model Based on Successful Intelligence Theory for Developing Life Mathematical Problem Solving Skills and Creative Self-Efficacy for Preparatory Stage Pupils

Allam, Mohamed

doi:10.21608/edusohag.2025.391469.1730

A Proposed Teaching Model Based on Successful Intelligence Theory for Developing Life Mathematical Problem Solving Skills and Creative Self-Efficacy for Preparatory Stage Pupils

Document Type : Original Article

Author

mohamed allam

Department of Curricula and Teaching Methods, Faculty of Education, Arish University

10.21608/edusohag.2025.391469.1730

Abstract

The research aimed to identify the effectiveness of a proposed teaching model based on successful intelligence theory in developing life mathematical problem solving skills and creative self-efficacy for preparatory stage pupils. The research was applied to a group of Preparatory second grade pupils. The research presented a number of research materials and tools prepared by the researcher represented as a list of life mathematical problem solving skills required for Preparatory stage pupils, a list of dimensions of creative self-efficacy required for Preparatory stage pupils, a test to measure life mathematical problem solving skills, and a scale to assess creative self-efficacy. In addition to the pupil's book for the two units (The Relationship Between Two Variables and Statistics), which were reconstructed to align with the proposed instructional model, along with the teacher's guide to teaching the two units. Research results indicated statistically significant differences between the mean scores of the experimental and control groups in the post-test for both the life mathematical problem solving skills test and the creative self-efficacy scale, with results favoring the experimental group. Based on these findings, the research recommended integrating Successful Intelligence Theory into mathematics curricula, training teachers on its strategies, and redesigning activities to address real-life problems that contribute to the development of mathematical problem-solving skills and creative self-efficacy within supportive learning environments.

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