ما و راء المعرفة و علاقتها بالتفكير الابتكاري لدى تلاميذ الصف الخامس الابتدائي ذوي صعوبات تعلم الرياضيات

Abstract EN

The current research aimed at studying gender differences in meta-cognition and creative thinking as well as studying the relationship between the meta-cognition and the creative thinking of the fifth grade primary school pupils with mathematics learning disabilities.

The sample consisted of 193 fifth grades mathematics learning disabled pupils (101 boys, 92 girls).

The researcher used Raven's Colored Progressive Matrices (CPM), Torrance test of creative thinking (TTCT) form (A), objective mathematics achievement test which prepared by the researcher and the meta-cognition test for learning disabled pupils that prepared by the researcher.

Using Person's correlation coefficient and independent- samples T -Test, the results of the research showed that there was no difference between the score means of both boys and girls in metacognition.

The results also indicated a statistically significant difference at the level of 0.01 between the score means of fifth grade boys and girls with learning disabilities in the abilities of fluency, originality, and total score in favor of boys while there was no difference between the score means for boys and girls in flexibility.

Calculating the effect size to show the variance of the creative thinking as a dependent variable, It was due to gender as an independent variable.

Eta square was ß2 = 0.05 which was a small effect.

Moreover, there was a statistically significant positive correlation at the level of 0.01 between pupils' degrees in the metacognition scale and their degrees in all creative thinking abilities: fluency, flexibility, originality, and total score in both boys and the total samples.

Also, there was a statistically positive correlation at the level of 0.05 between metacognition and all creative thinking abilities in the sample of girls.