The effectiveness of employing cognitive load strategies in the mathematics department students' achievement of topology

The aim of the research is to identify the effectiveness of employing cognitive burden strategies in the achievement of the mathematics departments students for topology, and its sample consisted of (69) fourth-grade students in the Department of Mathematics, University of Dohuk for the academic year (2020-2021), which were divided into four equal groups of males and females. Two of them are experimental, studying topology using strategies to reduce the cognitive burden, and the other two are controls that study the same subject in the usual way, and to achieve the goal of the research, the researchers prepared an essay achievement test in the final form of (5) questions. The research experience by the third researcher as a teacher of the subject in the department at the beginning of the academic year starting from the day (18/10/2020) until (25/1/2021) after which the achievement test was applied to the members of the research sample, then they collected the data and analyzed it statistically using the Two-way factorial (ANOVA - 2way) and the results indicated:1- There is a statistically significant difference at the level (0.05) between the averages of the research groups achievement of topology for the method variable and in favor of the two experimental ones.2- There is no statistically significant difference at the level (0.05) between the averages of the research groups' achievement of topology according to the gender variable, and the interaction between it and the method.In light of the results, the researchers came up with a number of conclusions and presented a number of proposals, in addition to providing a number of titles for future studies.