Thinking styles and their relationship to mathematics skills for third-year intermediate students with mathematics learning difficulties (field study of some averages of Batna)

Abstract

Our objective of this study is to know the relation between the styles of thought and the competences in mathematics at the pupils of average third year having learning difficulties of mathematics. We used the descriptive approach on a sample of 34 students of both sexes. The study tools were the Achievement test and the thinking methods scale for Sternberg and the results were as follows:

- There is no correlation between thinking styles and math skills among students with math difficulties.

- There are statistically significant differences between students with math difficulties in thinking styles for men.

- There are no statistically significant differences between students with math difficulties in math skills.