Instructional design - learn according to the Jigsaw strategy and its impact on mathematical prowess and algebraic proof skills in the field of complex numbers

The goal of current research is to knowing the effect of educational -Learning design according to the Jigsaw strategy and its impact on mathematical proficiency and algebraic proof skills in the field of complex numbers. The researcher used the experimental design a post-test for two groups unequal (experimental and control) a real experimental designs (True Experimental Design). Select the research Population sixth class science students in public schools for boys for the academic year (2019-2020) m in Diwaniyah province / Directorate General of Educational Center of Diwaniyah chosen secondary Qoutaiba Boys random sample of Population schools. The sample of the research consisted of (57) student (Boy) in the fifth class scientific in Secondary Qoutaiba for boys located in province Qadisiyah they are distributed randomly into experimental number was (29) Student(studying using design Teaching Learning according the Jigsaw strategy) and the control number consist of (28) student (studying using ordinary method) . The two research groups were equalized in the variables (age intelligence previous knowledge in mathematics and previous achievement in mathematics). The experiment was applied in the first semester of the academic year (2019 - 2020) the two research groups were studied by the researcher. And (9) items of the type of objective questions distributed over the sub-domains. As for the fifth domain the productive tendency may be a scale of productive mathematical tendency consisting of (33) items on a five-point scale (strongly agree agree neutral oppose strongly disagree) if the graduated weights were given. The following are (5 4 3 2 1) respectively. As for the second tool the algebraic proof skills test the number of its paragraphs was limited to (24) items. The researcher used the some statistical tools both in research procedures or in the analysis of the results including (t-test) for the samples independent and equation of difficulty and discrimination effective alternatives Alpha Cronbach Equation Cooper Equation Pearson correlation coefficient and T Pearson . The results of the research show that students who have studied by design Teaching Learning according to Jigsaw strategy were better than the students who have studied by ordinary method in the mathematical proficiency and algebraic proof skills and the results showed the presence of a moderate positive relationship between mathematical proficiency and algebraic proof skills at the significance level (0.05). In light of the results was reached a number of conclusions and recommendations and suggestions.