قلق الرياضيات و علاقته بظهور صعوبات الحساب عند تلاميذ التعليم الثانوي

الملخص EN

The present study aims mainly to assess the nature of the relationship between mathematics anxiety and dyscalculia among secondary school pupils, based on the assumption that suffering from mathematics anxiety leads to the emergence of difficulties in mathematics skill among pupils.

The study was conducted with secondary school pupils in the southern sector of the district of M'sila in the Republic of Algeria.

The sample consisted of 165 pupils suffering from dyscalculia.

The study used a set of tools, including the Mathematics Difficulties Test (Benguettef, 2014) and the Revised Mathematics Anxiety Rating Scale (MARS-R).

With a descriptive approach, the study reached a decisive conclusion; with statistical significance - ranging between (0.

01) and (0.

05) - which confirmed a strong, and linear relationship between mathematics anxiety and dyscalculia among secondary school pupils.

Where these pupils who suffer from dyscalculia showed many types of mathematics anxiety, as their average mathematics anxiety were about 88.

62, which indicates, according to the (MARS-R), the presence of severe anxiety.