THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA

Authors

  • Mogbel Aid K. Alenizi Department of Education, College of Arts and Sciences, Rafha Male Campus, Northern Border University, Rafha, Kingdom of Saudi Arabia (KSA)

DOI:

https://doi.org/10.46827/ejes.v0i0.189

Keywords:

training for procedures, analysing the task, learning disorders

Abstract

The aim of this current research is to identify the effects of the established methods in consolidating between training and procedures and analysing the tasks upon the achievement of female pupils with learning disorders in Maths in the Kingdom of Saudi Arabia. The study group was made up of all the children with academic learning disorders in Al Qurayyat.

            In order to answer the study questions and investigate its specifications, the averages and standard deviations were extracted for the marks of the sample individuals in the test and control groups upon the resulting test. The results showed that the established method has an effect on consolidating between the training upon the procedures and extracting the results upon the achievement of the female pupils with learning disorders in Maths. The test group showed greater achievement than the control group. Based on the results of the research, recommendations have been proposed, the most important of which were: taking heed of training pupils with the methods before using results analysis for teaching every mathematical skill as numerical skills can be divided based on skills analysis methods; focusing on analysing the areas of strength and weakness and skills that children fail with and then consolidate between the two issues. 

 

Article visualizations:

Hit counter

References

Abdullah, A. (2006) Qusoor Al Maharat Qabal Al Acadimiya Li Atfal Al Rowda Wa Suubat Al Taallum, Cairo: Dar Al Rashid

Abu Nayan, I.S. (2001) Suubat Al Taleem, Turuq Al Tadrees Wa Al Istratijiyyat Al Mariffiya, Riyadh: Special Education Academy

Al Hilali, H. (2006) Faaliyat Namoozaj Tashkheesi Fi Ilaji Li Suubat Al Tallum Al Riyadiyyat Li Talameeth Al Marhala Al Ibtidaiyya Bi Al Mamlaka Al Arabia Al Suudiya, Unpublished Master Dissertation, Riyadh University, Saudi Arabia

Al Kabeesi, A.H.T. (2005) Athar Maarifat Al Akhta Al Awwaliya Al Sabiqa Fi Al Riyadiyyat Ala Tahseel Talabat Al Marhala Al Itiyadiya Fi Al Riyadiyyat Wa Al Tafkeer Al Riyadi, Education College, Al Anbar University, Iraq

Al Qabali, Y. (2003) Madkhal Fi Suubat Al Tallum, Amman: Dar Al Khaleej Distributors and Publishers

Al Qudsi, A.M. (2009) Suubat Tallum Al Riyadiyyat Laday Talameeth Al Mustawa Al Thamin Min Al Taaleem Al Asasi, Unpublished Doctorial Project, Mohammed bin Abdullah University, Morocco

Al Thahir, Q. (2008) Suubat Al Taallum, issue 2, Amman: Dar Al Wail Distributors

Al Waqfi, R. (2003) Suubat Al Tallum Al Nathari Wa Al Tatbeeqi, Amman, Princess Tharoot College Publications

Al Zayyat, F. (2007) Suoobat Al Taallum: Al Istratijiyyat Al Tadreesiya Wa Al Madakhil Al Ilajiya, Cairo: Dar Al Nashr Liljamiat

Baltiya, H.H. and Buhut, A.A. (2007): Faaliyat Namoozaj Qaim Ala Al Mustawayat Al Miyariya Fi Tanmiyat Al Quwa Al Riyadiyatiya Laday Tullab Al Marhala Al Thanawiya, Kuliyyat Al Tarbiya Magazine, Banha University, vol. 17, no. 71, July p. 1-32.

Brown, G. and Quinn, R.J. (2006) Algebra students’ difficulty with fractions: an error analysis. Australian Mathematics Teacher. 62 (4), p. 28-40.

Chien, T. C., Yunus, M., Suraya, A., Ali, W. Z. W., & Bakar, A. (2008). The effect of an intelligent tutoring system (ITS) on student achievement in algebraic expression. Online Submission, 1(2), 25-38.

Deing, S. (2004) Multiple intelligences and learning styles: two complementary dimensions. Teachers College Record. 106, 1, p. 16-23.

Froelich, G.W. et al. (1991) Connecting mathematics, curriculum and evalaudtion standards for school mathematics. Addenda Series, Grades 9-12, National Council of Teachers of Mathematics In., Reston, VA

Hallahan, D. and Kauffman, J. (2003) Exceptional learners, Introduction to special hearing disorders, 24: 341-348

Hamidi, N. and Dawa, N. (2008) Mushkilat Al Atfal Al Murahiqeen Wa Asbab Al Musaada Fiha, Amman, Dar Al Fikr Distributors and Publishers

Jadu, I. (2007) Suubat Al Taleem, Jordan: Dar Al Yazoori Publishers and Distributors

Keerak and Kalfant (1988) Suubat Al Taaleem Al Akadimiyya Wa Al Nimaiya, Translated by Al Sartawi, Z., Riyadh

Kirk, A. and Gallagher, J. (1986) Educating exceptional children, 5th ed. Houghton Mifflin, Co. Boston, USA

Le Blance, M.D. and Weber, R.S. (1996) Text integration and mathematics connections: a computer model of arithmetic word problem solving, Cognitive Science, vol. 20, no. 3, p. 357-407, Jul-Sept

Mazzocco, M.M.M., Devlin, K.T. and McKenney, S.J. (2008) Is it a fact? Timed arithmetic performance of children with mathematical learning disabilities (MLD) varies as a function of how MLD is defined. Developmental Neuropsychology. 33(3), 18-344

Mercer, C.D. (1997) Students with learning disabilities. 5th ed., Merrill An Imprint Saddle River, New Jersey, USA

Mohammed Suleman, I. (2001) Faaliyat Al Taaleem Al Ilaji Fi Takhfeef Suubat Al Taalum Al Nimaiyya Laday Talameeth Al Marhala Al Ibtidaiyya, Doctoral Dissertation, Education College, Ain Shams University

Mohammed, K. and Ababina, A. (2011) Athar Istikhdam Istratijiyya Tadreesiya Qaima Ala Hal Al Mushkilat Ala Al Tafkeer Al Riyadi Wa Al Ittijahat Nahwa Al Riyadiyyat Laday Tullab Al Saf Al Sabi Al Asasi Fi Al Urdun, Dirasat Liluloom Al Tarbawiya, vol. 38, no. 1, 2011

National Conference for learning disorders, 1994

Poplin, M.S. (1993) Multiple Intelligences and the learning disabled. Unpublished manuscript. The Claremont Graduate School, Claremont, CA.

Riccomini, P.J. (2005) Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly. Vol. 28

Schroeder, T.L. (1993) Mathematical Connections: two cases from an evaluation of students’ mathematical problem solving. Paper presented at the annual meeting of the National Council of Teachers of Mathematics (Seattle, WA, March 29-30). ERIC, ED: 370763

Yahya, S.H.M. and Mohammed, M.A. (2004) Faaliyyat Istratijiyya Muqtariha Qaima Ala Namoothaji Tahleel Al Muhimma Wa Tadreeb Al Amaliyyat Al Aqliyya Fi Tadrees Al Uloom Ala Tanmiyat Baad Maharat Amaliyyat Al Ilm Al Asasiyya Laday Al Talameeth Al Muaaqeen Sameeyan Bi Al Marhala Al Itiyadiyya, Kulliyat Al Tarbiya Magazine, vol. 10, no. 59, October 2004

Zhou, X. et al. (2006) Kindergarten children’s representation and understanding of written number symbols. East China Normal University, China. Early Child Development and Care. 176 (1), p. 33-45

Downloads

Published

2016-08-07

Issue

Vol 2, No 2 (2016)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).