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ABSTRACT
The study aimed to investigate the impact of teaching mathematics using the station rotation model on secondary students' core thinking skills, specifically in analysing, generating, and evaluating information. A total of 120 Egyptian female tenth-graders were randomly selected and divided into two groups: an experimental group (60 students) studied the unit of similarity and triangle proportionality theorems through the station rotation model, while the control group (60 students) learned the same unit using the traditional method. A teacher's guide and student worksheets were prepared for the unit, incorporating the station rotation model. A core thinking test was developed to assess students' abilities in analysis, generation, and evaluation. The results revealed a statistically significant effect of using the station rotation model in developing secondary students' core thinking skills. Based on the findings, the study provided guidelines for the effective implementation of the station rotation model in teaching mathematics.
Disclosure statement
No potential conflict of interest was reported by the author(s).