فعالية استخدام بعض مبادئ نظرية الحل الإبداعي للمشكلات، في تدريس مهارتي الجمع و الطرح لدى التلاميذ ذوي صعوبات تعلم الحساب

Abstract EN

The current study aimed to investigate the effectiveness of using some principles of innovative problem solving theory in teaching addition and subtraction skills of students with mathematical learning disabilities.

a quasi-experimental approach with a single experimental group design was used.

the study sample consisted of (22) students with mathematical learning disabilities who are fourth graders at the primary schools, Jeddah, Saudi Arabia.

the study was conducted during the second semester of the academic year (2021).

to achieve the study objectives, the following tools were used : the achievement test for addition and subtraction skills and the training program to teaching learning disabilities students of addition and subtraction skills.

the results of the study revealed that there were statistically significant differences at the (α ≤ 0.05) level between the score ranks of the experimental group students in the pre-and post-academic achievement measurement tests in favor of the post-test.

the findings concluded that there were no statistically significant differences at the (α ≤ 0.05) level between the score ranks of the experimental group students in the post and follow-up measurements on the academic achievement test.

thus, the results of the study showed that the training program has great the effectiveness of using Some principles of innovative problem solving theory in teaching addition and subtraction skills of students with mathematical learning disabilities.