Effectiveness of learner control and program control strategies in developing mathematical thinking for slow learners in mathematics

The current study aims at identifying the effectiveness of learner control and program control strategies in developing slow learners' mathematical thinking in mathematics. The sample of the study consisted of a group of slow learners (120) in mathematics at Alkharj intermediate schools. The 120 students were equally divided into three groups: 40 students for the first experimental group (learner control), 40 students for the second experimental group (program control), and 40 students for the control group. The study revealed that there are statistically significant differences between the mean scores of the first experimental group (learner control) and the control one in the mathematical thinking test favouring the first experimental group. It also revealed that there are statistically significant differences between the mean scores of the second experimental group (program control) and the control one in the mathematical thinking test favouring the second experimental group. Furthermore, the study results showed that there are no statistically significant differences between the mean scores of the first experimental group (learner control) and the second experimental group (program control) in the mathematical thinking test. Due to the study results, it is recommended that using computers should be integrated in designing slow learners' mathematics curriculums. The study also recommends that mathematic teachers should design and use computer programs in teaching slow learners. Finally, the study recommends preparing teachers to deal with slow learners using computer programs, taking into consideration the role of the teacher as the core of the learning process and not relying only on computers in the learning process.