التفكير الرياضي المنطقي وعلاقته بصعوبات تعلم الرياضيات عند تلاميذ المدرسة الإبتدائية
The present study aims to study the topic of logical mathematical thinking and its relationship to mathematics’ learning difficulties, because logical thinking is considered as the corner stone in the mathematical operations solvation, where pupils who have difficulties in learning mathematics are characterized with undeveloped skills considering logical mathematical thinking. From that point, our study emerged in light of the hypothesis saying that there is a relationship between logical mathematical thinking and mathematics’ learning difficulties for the primary school pupils. In order to collect data and information that are related to the study’s hypothesis, the researcher depended on the following tools: 1) The intelligence test that was set by the American scientist Florence Kudanav, which makes the intelligence measurement available for the ones who work with children. In addition to that, it is one of the tools that witness a large spread in many childhood study centers, or kindergartens, or primary schools. 2) The mathematics’ learning difficulties test (Early Childhood Pedagogy Network ECPN) of F. Duquesne, which is a digital competencies evaluation test, includes a conceptual test for solving mathematical digital problems. It was designed in the year 1995, and it is intended for children who face mathematics’ learning difficulties. 3) The logical mathematical thinking test elaborated by William Abid and Fatima Abdulsalam in the Egyptian environment in the year 2004. Thereafter, in the year 2009, the researcher Chamekh Dalal worked on adapting it to the Algerian environment for 09 and 10 years old pupils. After setting the variables’ specific tools, it was applied on the fundamental study sample, represented in 30 pupil facing mathematics’ learning difficulties. Moreover, the researcher has adopted the analytical descriptive methodology. After analyzing results, it was concluded that there is a correlational relationship between logical mathematical thinking and mathematics’ learning difficulties. Furthermore, we concluded that the principal reason of the study sample, which includes pupils with mathematics’ learning difficulties, was the weakness of the logical mathematical thinking practice. Therefore, it was difficult for those pupils to reach the correct solution for the suggested mathematical problems. (Published abstract)