Creativity as a means of solving unique problems in mathematics and its influence on motivation for learning on students with learning disabilities in junior high schools in the Arab sector in Israel

Abstract EN

This research investigates the ability of students to tackle solving unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab Sector.

Two instruments were used to collect the data: mathematical series were checked by ''The Working Paper for Challenging Problem Solving in Mathematics'' (Hakim & Gazit, 2011) and motivation for learning by the questionnaire entitled ''The Student's Motivation for Learning'' ((Roeser, Midgley & Urdan, 1996).

The findings fully confirmed our hypothesis.

There is a difference between the series in terms of student achievement: When the series deal with mathematical content, success rates are higher than verbal series dealing with the issues.

However, not according to speculation, there was no significant difference between the numerical series and series formal rate of correct answers.

Furthermore, the findings fully confirmed hypothesis II, which examined the relationship between the percentage of correct answers, unconventional problem solving in mathematics and motivation for learning.

Success in coping series, especially those concerning formal content, which are considered a challenge series in students' eyes, is associated with increased levels of motivation for learning.It is recommended to use a challenge in the field of mathematical tasks - literal and formal.

Emphasizing the formal sector, as revealed in the present, the use of these contents may contribute to improving the level of motivation for learning, and consequently have implications for a variety of pedagogical realm contracting effects such as reducing the phenomenon molt, promoting student achievement and improving social relations.