Effectiveness of the education strategy with directing questions on mathematics performance and reflective thinking

This study was aimed to consider the effectiveness of the Education Strategy with Directing Questions on mathematics performance and reflective thinking. The studied population was the male students at the first grade of high school in Dehdasht who. Studied there in 2012-2013. The number of the sample population was 62, 31 were at experimental group and 31 were at control group. The descriptive statistics (frequency, mean, standard deviation) was used for data analysis and the deductive statistics (F leven, covariance analysis) was used for testing the hypotheses. The result of the research indicated that the Education Strategy with Directing Questions could significantly affect such components as the comprehension of reflective thinking (F=22.173, p<0.001), reflection (F=15.630, P<0.0001), and critical reflection (F=66.879, P<0.001) and regarding the habit component, it did not show significant difference (F=0.626, P>0.05). Furthermore, this teaching method could significantly affect on mathematics performance in experimental group as compared to control group (F=37.717, P<0.001).