This research aimed to identify the skills of solving verbal math problem that should be possessed by the students of Grade VI, specify how much these skills are possessed by students, recognize the difficulties of solving verbal problems from the viewpoints of female teachers, and to propose the necessary suggestions. To achieve the above objectives, the researcher used the descriptive analytical approach. The research population included all female teachers of math at primary schools in Riyadh city. The researcher employed the problemnaire as the tool to collect data. The problemnaire included 4 main themes for measuring the difficulties of solving verbal math problems that were attributed to students' personal factors, teacher, textbook and nature of verbal math problems. The research got to a number of findings that indicate the difficulties of solving verbal math problems, mainly including the following: 1) difficulties attributed to students' personal factors (low deductive capability, poor reading comprehension, and poor representation (translation) of verbal math problem). 2) Difficulties attributed to teaches (neglecting training students on "thinking out loud," recalling adequate solving plans, and explaining difficult terms and words in problems). 3) Difficulties attributed to textbooks (verbal problems' omission of one or more of the following dimensions: concepts of numbers, processes on numbers, algorithms of numbers, geometric concepts, geometric applications, and lack of remedial exercises. 4) Difficulties attributed to the nature of verbal math problems (difficulty of solving problems using more than one method, arranging numbers in a way different from that required for the solution, difficulty of determining the purpose of the problem, and many steps of verbal problems. In light of the research findings, the researcher proposed a range of recommendations, including: 1) training math teachers and supervisors on modern learning strategies, and adopting these strategies to raise the degree of learners' positivity and self-dependence. 2) Providing math textbook in the primary schools with activities that urge students to practice thinking and self inquiry strategies. Developers of math curricula for primary schools should consider the clarity of math problems to be adequate for students' ages and mental growth. (Published Abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
العريني، عبد الرحمن بن علي. (2017). صعوبات حل المسائل الرياضية اللفظية لدى طالبات المرحلة الإبتدائية من وجهة نظر المعلمات . مجلة العلوم التربوية. مج. 2، ع. 2، سبتمبر 2017. ص ص. 154-178
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