دراسة أساليب التفكير السائدة لدى الطلبة ذوي صعوبات التعلم في الرياضيات : دراسة ميدانية على طلاب الصف الثامن في مدارس محافظة القنيطرة
The present study aimed to determine the prevailing of learning disability in mathematics among students in eighth grade in schools in Quneitra governorate, the disclosure of the differences between the gender in the prevalence of learning disability in mathematics. The study also aimed to detect the prevalent thinking styles among students with learning disability in mathematics and normal in eighth grade in schools in Quneitra governorate, to detect differences between the two groups thinking styles, as well as gender differences between and within groups. Sample: The sample consisted of N=1244 students from schools in the governorate of Quneitra and distributed to the Governorates (Quneitra, Damascus, Rural Damascus), m=665, fm=579 for the academic year 2009/2010, whereas the final sample after sorting: A set of Learning Disability in mathematics N=144 students m=79, fm=65, a group of normal N=202 students m=108, fm=94. Instruments: 1) Raven’s Progressive Matrices Test (SPM) (Rahma adapted 2004). 2) The Scale of Appreciation of the Diagnostic Learning Disability in Mathematics (Zayat 2008) adapted of the researcher. 3) Student archives. 4) The Scale of Thinking Styles of the Student prepared by the researcher. Results of the Study: 1) Prevalence of learning disability in mathematics 13.26% among the total study sample size, which amounted to 1244 students from schools in the governorate of Quneitra. As the number of members of the sample learning disability in mathematics 165 students. 2) There is a difference between males and females in the prevalence of learning disability in mathematics, where the males with learning disability in mathematics for the total study sample size 7.63%, while a percentage of females 5.62%. 3) Thinking styles prevalent among students with learning disability in mathematics, according to arrangement (Hierarchical style, then the executive, conservative, liberal, local, legislative, judicial, global, and came in last place in the Monarchic order style). 4) Thinking styles prevalent in the normal students in the order (Hierarchical style, and then respectively, the executive, local, conservative, liberal, judicial, legislative, global, and came in last place in terms of ranking style of the monarchy). 5) There are differences between students with learning disability in mathematics and normal students in the monarchic and global approaches for people with learning disability in mathematics, as well as differences in the local and hierarchy styles for the benefit of the normal. 6) There are no differences in thinking styles among students with learning disability in mathematics, according to the variable of sex (m/ fm). 7) There are differences in the style the conservation in favor of males for a sample of normal students, according to the variable of sex (m/ fm). 8) There are differences between students with learning disability in mathematics and normal students (males) in the hierarchical style and local style, for the benefit of normal students. 9) The existence of differences in the styles of global and monarchy in favor of female students with learning disability in mathematics, as well as the existence of differences in the style for the local female students normal. (Author’s abstract)