أسباب تدني مقروئية المسائل الرياضية اللفظية لدى تلميذات الصفوف الأولية
The current study aimed to identify the reasons beyond the low readability levels of verbal mathematics questions among primary school pupils in Medina City. The study employed the descriptive analytical approach to detect the causes from the perspectives of 75 primary school teachers via a questionnaire prepared by the researcher in the first semester of the academic year 1443-1444 H. The questionnaire consisted of (23) statements divided into two dimensions: reasons for (a) readable text and (b) readers. In addition, an open-ended question was asked to get detailed information about other probable causes of the low readability. The findings revealed that the reasons for the low readability of verbal mathematics questions were moderate in the first dimension, with a mean score of 0. (3.36). The findings also demonstrated a high degree in the second dimension connected with school pupils, with a mean score of (4.11) and a high mean score for the overall research instrument (3.81). Likewise, the findings revealed that some of the other causes were related to the teacher's role in encouraging students to absorb and evaluate reading texts and link them to previously prior verbal questions to follow and answer the verbal mathematics questions. In light of the results, the study concluded that the content of math textbooks should be reviewed, the verbal mathematics questions adjusted, and the textbooks tailored to the level and readability of primary school pupils. Besides, the study advised that Arabic language and math curricula be integrated to boost students' interest in reading skills and combine creative teaching methods for primary school pupils. Also, it is suggested that before authorizing and in public institutions, especially in the primary grades, a reading measure of math textbooks be used as a primary criterion for creating math curricula. The study suggested conducting a comparative descriptive study to determine the degrees of readability of intermediate and secondary math textbooks and their correlations to students' ability to solve mathematical issues. Another study is suggested to assess gender differences in math textbook readability levels. (Published abstract)