فاعلية استخدام مدخل الحواس المتعددة في تنمية مهارات التواصل الرياضي والتحصيل الرياضي لدى التلاميذ ذوي صعوبات تعلم الرياضيات بالمرحلة الابتدائية

Abstract EN

This research aims at developing the mathematic communication skills and achievement for the pupils who have learning difficulties in mathematics in the fourth grade at the primary stage.

the research sample consists of (26) students including male and female pupils who have learning disabilties at mathematics at the fourth grade stage at both of Taftesh Kafr Saad primary school and al-Madina al Monwara school.

the research instruments includes IQ test prepared by: Ahmed Zaki Saleh, diagnostic measuring rubric for measuring learning disabilities in math subject prepared by Fathy el-Zayat, questionnaire of mathematic communication skills which should be developed for the fourth grade at the primary stage, mathematic communication skills test, mathematic achievement test, teacher guide, activity pupil book, the research results indicate the effectiveness of using multisensory approach in developing the mathematic communication and the mathematic achievement for the pupils with learning disabilities in mathematics in the fourth grade at the primary stage.

since it was shown that there is a statistically significant difference between the average score of the experimental group pupils in the administration of the pre-post test of the mathematic communication skills in favor of the post administration.

in addition, it was shown that there is a statistically significant difference between the average score of the pupils in the control and experimental group in the post administration of the mathematic communication skills test in favor of the experimental group, also it was shown that there is a statistically significant difference between the average score of the experimental group pupils in the administration of the pre-post test of the mathematic achievement in favor of the post administration.

in addition, it was shown that there is a statistically significant difference between the average score of the pupils in the control and experimental group in the post administration of the mathematic achievement test in favor of the experimental group.