وحدة مطورة قائمة على مهارات التعلم العاطفي الاجتماعي في تدريس الرياضيات وأثرها في تنمية مهارات حل المشكلات الرياضية لدى طلاب الصف الأول المتوسط

The aim of this study was to develop a unit based on social-emotional learning skills in mathematics teaching and to reveal its impact on the development of mathematical problem-solving skills among first-year middle school students. The study used an experimental approach with two groups, an experimental group and a control group, and relied on a mathematical problem-solving skills test as a tool. It was applied to a sample of 82 students, including 41 in the experimental group and 41 in the control group. The researcher selected the two samples from the school's classes. The results indicated statistically significant differences in the level of mathematical problem-solving skills between the control and experimental groups in the post-test of mathematical problem-solving skills in favor of the experimental group, indicating the effectiveness of the developed unit based on social-emotional learning skills in mathematics teaching in developing the level of mathematical problem-solving skills among first-year middle school students.
Keywords: developed unit, social-emotional learning, mathematical problem solving, mathematics teaching.