A Suggested Training Program Based on Divergent Thinking Strategies to Develop Future Thinking Skills of Pre-service Mathematics Teachers

The current research aimed to recognize the effectiveness of a suggested training program based on divergent thinking strategies to develop creative teaching skills and future thinking among pre-service mathematics teachers. To achieve this objective, the following measurement instrument was prepared:(a test for future thinking skills). As for the educational materials, they were represented in: (A teacher’s guide for implementing the suggested training program based on divergent thinking strategies, and A student-teacher book).
The research used the quasi-experimental approach with two groups: a control group and an experimental group. The research sample was selected from fourth-year student teachers specializing in mathematics at the Faculty of Education, Minia University. This sample consisted of 68 student teachers in the academic year (2024/2025), and they were divided into two groups as follows:
o The Control group: It consisted of (32) student teachers who did not receive training.
o The Experimental group: It consisted of (36) student teachers who were trained using the suggested training program.
The results showed the effectiveness of the suggested training program based on divergent thinking strategies in developing future thinking skills among pre-service mathematics teachers.