The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

The aim of the research is to find out effect applying classroom assessment techniques (CATs) on both mathematical and logical thinking among fourth-grade scientific students. In pursuit objectives, experimental method was used, quasi-experimental design used for two equivalent groups, one control group taught in traditional way other according structural evaluation. sample consisted (44) students from fourth grade who were intentionally chosen after ensuring their equivalence several factors, most notably chronologi-cal age level mathematics, they distributed equally groups. To implement research, three tools built, represented teacher's handbook class formative assessment, reasoning test, test. researchers applied exper-iment first semester academic year (2019/2020) AD. re-searchers group, while studied usual method, then test dimensional applied. On results showed that there statis-tically significant differences between mean scores groups also statistically size calcu-lated, it appeared had a clear thinking. light results, recommended number recommendations.