أثر استراتيجية التدريس العلاجي في علاج أخطاء حل المشكلة الرياضية لدى تلاميذ السنة الرابعة ابتدائي بمدينة مسعد ولاية الجلفة
This study aimed to identify and address errors in mathematical problem-solving among fourth-grade students in the city of Messaad. The study sought to reduce these errors by developing a remedial instructional strategy to improve students’ mathematics performance, specifically, and their overall academic achievement. The study first examined common errors made by students in solving mathematical problems through an exploratory study. This involved a survey directed at teachers, inspectors, and some school principals, as well as a diagnostic test consisting of 19 items based on a review of prior studies and relevant theoretical literature, we categorized the errors into four dimensions: comprehension, planning, execution, and verification of solutions. These dimensions formed the basis of the mathematical problem-solving test we developed as the primary data collection instrument for the main study. The primary study sample included 20 fourth-grade students from the Mujahid Si Ali Ben Maidi Primary School, after excluding students with low IQ scores, those who had repeated a grade, and those with generally low academic performance, to ensure experimental control. This study employed a quasi-experimental method with a single-group pretest-posttest design. We applied the remedial instructional strategy in three stages, followed by a posttest, which involved re-administering the mathematical problem-solving test (an equivalent version of the pretest). To address the research questions, we used analysis of covariance (ANCOVA) to identify differences between pretest and posttest measurements, controlling for covariates. We also calculated the effect size using Cohen’s d. The results indicated significant differences between pretest and posttest scores, favoring the posttest results, both for individual dimensions and the overall score. This demonstrates the effectiveness of the remedial instructional strategy in addressing mathematical problem-solving errors among fourth-grade students. (Author’s abstract)