شبكة المعلومات العربية التربوية

The study aimed to identify the difficulties of solving the verbal mathematical problem among the students of the basic stage in the southern shrine district, and whether there are statistically significant differences in the difficulties of solving the verbal mathematical problem among the students of the basic stage in the southern shrine district, due to the variables: (gender, years of experience, qualification scientific). To achieve the objectives of the study, the study adopted the analytical descriptive approach. The researcher developed a tool consisting of (48) items to measure the difficulties in solving the verbal mathematical problem, and its validity and stability were verified. The study sample consisted of (112) male and female teachers. And I have come up with the following results: There are moderate difficulties in solving the verbal mathematical problem among the students of the basic stage in the southern shrine district from the point of view of male and female teachers. Verbal mathematical question related to the teacher's style. The results also showed that there were no statistically significant differences on the total score and on the domains (difficulties in reading and understanding the mathematical problem, planning difficulties in solving the mathematical problem, implementation difficulties in solving the mathematical problem, difficulties in verifying and ensuring the solution of the mathematical problem, difficulties in solving the mathematical problem according to the teacher’s style) for the difficulties in solving the problem. Verbal sports among the students of the basic stage in the southern shrine district is attributed to the variable (sex, years of experience, and educational qualification), while there were statistically significant differences in the field of difficulties in solving the mathematical problem due to the nature of the book attributed to the variables of years of experience and academic qualification, and in favor of less than 6 and 10 years. Years or more post-bachelor diploma.In light of the results, the researcher suggested a number of recommendations, the most important of which are: the need to reconsider the construction of the mathematics curriculum for the students of the basic stage, in order to suit the mental abilities of the students of this stage and to improve their ability to solve verbal mathematical problems. (Published abstract)