The Effectiveness of Design Thinking–Based Instruction in Developing Mathematical Proficiency Components among Intermediate School Students
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Abstract
This study aimed to examine the effectiveness of design thinking–based instruction in developing mathematical proficiency components and productive disposition toward mathematics among intermediate school students. The study addresses a research gap in Arab educational contexts regarding the integration of design thinking into mathematics instruction and the limited treatment of mathematical proficiency as a multidimensional construct Methodology: A quasi-experimental pretest–posttest control group design was employed. The sample consisted of 60 second-grade intermediate female students, randomly assigned into an experimental group (n = 30) and a control group (n = 30). The experimental group received instruction based on the five stages of design thinking, while the control group was taught using conventional methods. Two validated instruments were administered: a Mathematical Proficiency Test (KR-20 = 0.83) measuring conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning, and a Productive Disposition Scale (Cronbach’s α = 0.86 )Findings
Independent samples t-test results revealed statistically significant differences (p < .05) in favor of the experimental group in overall mathematical proficiency and each of its components, as well as in productive disposition. Paired samples t-test analysis indicated significant improvement within the experimental group between pre- and post-tests. Large effect sizes (Cohen’s d) were observed, indicating substantial educational impact beyond statistical significance
Implications:
The findings demonstrate that design thinking–based instruction produces meaningful structural development in students’ mathematical cognition and dispositions. The study contributes theoretically by integrating design thinking with the mathematical proficiency framework and methodologically by emphasizing effect size as a developmental indicator. It recommends incorporating design thinking approaches into mathematics curricula and teacher education programs to enhance learning quality at the intermediate level.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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References
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