مؤشرات صعوبات تعلم مهارات الرياضيات في مرحلة رياض الأطفال

Abstract EN

The study aimed to identify the indicators of mathematics learning difficulties in kindergarten from the point of view of their teachers in Riyadh city.

By adopting the descriptive approach as a study method, a questionnaire was distributed to the sample of the study, which contained (200) teachers of state kindergartens and (200) teachers of private kindergarten, and the study revealed that the most important indicators of mathematics learning difficulties used by teachers in kindergartens are as following: 1) comparing the child with his classmates.

2) The child fails to compare things according to their size and shape.

3) The child's failure to count correctly from (1- 10) and identify the numbers in the case of viewing it and distinguish them easily.

The study also found that there are no statistically significant differences in the level of (0,05) and less between the teachers of the state kindergartens and the teachers of the private kindergartens in the identification of those with learning difficulties in mathematics, due to the absence of indicators adopted by the Ministry of Education for learning difficulties in all its types especially mathematics learning difficulties, despite the urgent need for them.