أثر توظيف استراتيجيات التعلم المستند للدماغ في تدريس الرياضيات على مستوى التحصيل الفوري و المؤجل و تنمية الاتجاه نحو الرياضيات و خفض مستوى القلق الرياضي لدى طلاب المرحلة المتوسطة ذوي صعوبات التعلم بالمملكة العربية السعودية

الملخص EN

This study aimed to identify the effect of brain-based learning strategies in teaching Math on immediate and delayed achievement, developing the attitude towards Math and reducing Math anxiety among intermediate stage students with learning disabilities in Kingdom of Saudi Arabia.

The sample of this study was intentionally chosen (N= 68) from the students suffering from learning disabilities in Math who are affiliated to the resource rooms or on the waiting list of the first intermediate class in Riadh City.

These students were distributed on 4 public schools, and the sample was randomly divided into one groups : experimental : consisting of (34) students from two schools who received instructions using brain-based learning strategies, and a control group that consisted of (34) students from two schools, who received instructions by the traditional way.

To achieve the objectives of this study, the researcher prepared a teacher guide for teaching the unit title "polygons and quadratic forms" using brain-based learning strategies, and designed the test of achievement of the scientific content, and attitude Scale towards Math, and another to measure the Math anxiety, All these have been tested for validity and reliability.

the results were explained using the appropriate methods of explanation which referred to that experimental group who studied applying brain-based learning strategies achieved higher scores than control group which studied applying the traditional methods.

The results proved that effectiveness of brain-based learning strategies in developing immediate and delayed achievement, the attitude towards Math and reducing Math anxiety among intermediate stage students with learning disabilities in Riyadh.

In the light of the results of this study, the researcher recommends employing brain-based learning strategies in teaching Math for students with learning disabilities.