Teaching according to the Cosgrove model in developing positive thinking for tenth grade female students in mathematics

The research aims to identify teaching according to the Cosgrove model in developing positive thinking for tenth grade science students in mathematics. The research sample consisted of (73) tenth grade science students who were randomly selected and divided equally into two groups, one of which was an experimental group consisting of (38) students and the other a control group consisting of (35) students. The researcher conducted equivalence between the two groups in a number of variables. The researcher prepared a scale for positive thinking and its final form consisted of (28) paragraphs and was characterized by validity, discrimination and stability. After collecting the data and analyzing it statistically using appropriate statistical methods such as Pearson's correlation coefficient and the (t-test) test for two independent samples and reviewing it using the Statistical Package for Social Sciences (SPSS) program, the researcher reached the following results:1- There were statistically significant differences at the level of (0.05) between the average scores of positive thinking among members of the experimental group who study according to the Cosgrove model, and members of the control group who study according to the usual method, in favor of the members of the experimental group.2- There are statistically significant differences at the level (0.05) between the average scores of positive thinking among members of the experimental group who are taught according to the Cosgrove model, in the pre- and post-applications, and in favor of the post-application.3- There are statistically significant differences at the level of (0.05) between the average scores of positive thinking among members of the control group who study according to the usual method, in the pre- and post-applications, and in favor of the post-application.In light of the research results, the researcher presented a number of conclusions and recommendations, recommending staying away from everything that is stereotypical and traditional, which reduces and limits students abilities in the education process. As well as suggestions for future research, which effectively proposes the Cosgrove model of achievement or logical thinking.