إدراك صعوبات حل المسائل اللفظية لدى تلاميذ الصف السادس الابتدائي على ضوء مصفوفة المدى و التتابع من وجهة نظر معلميهم

Abstract EN

This study aimed to recognize the perception of mathematics teachers about the difficulties facing sixth grade primary school pupils in solving verbal problems, in the light of scope and sequence array.

The researchers used the descriptive method.

The study sample consisted of (124) mathematics teachers of both genders in primary school at Qaseem region, Kingdom of Saudi Arabia.

The researchers used verbal problem solving difficulties questionnaire.

The study concluded the following results: There are significant differences in teachers' recognition of difficulties about solving verbal mathematic problems suffred by sixth grade primary school pupils.

There are no significant differences among teachers attributed to educational qualification or years of experience in the perception of difficulties faced by 6th grade pupils in mathematical verbal problems.

There are statistically significant differences between teachers of graduate, postgraduate qualifications and gender in the perception of difficulties faced by 6th grade pupils in mathematical verbal problems.

Based on above results, the researchers recommend conduction of more researches that diagnose pupils of primary schools, who face difficulties in understanding mathematics.