الفهرس 
الاطار العام للدارسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Learning disabilities in the primary stage is an important area that should
be considered because of its negative effects on pupils and teachers. Pupils with
learning disabilities have a clear disability in learning the basic skills such as
reading, writing and Mathematics. They also have medium percentages of
intelligence and suffer from a low level of achievement.
Learning disabilities in Mathematics should be discovered and solved
early. One of these disabilities pertain to verbal problem-solving skills which
are considered one of the basic aims of learning Mathematics in the primary
stage. Pupils with learning disabilities in Mathematics in the primary stage may
use inappropriate strategies for solving verbal mathematic problems. So, the
present study is an attempt for training those pupils on using the model drawing
strategy in solving the mathematic verbal problems in the primary stage. This
strategy helps the pupils with learning disabilities to understand the problem and
determine the appropriate mathematic processes for solving it.
Learning disabilities not only decrease the achievement level of pupils but
also increase their anxiety level in learning Mathematics. Numerous studies
have revealed a strong reverse relationship between the mathematic achievement
and its anxiety that the pupil suffers from all over his/her life; in the sense that
he/she feels anxiety when meeting a life situation that requires dealing with
mathematic numbers and symbols. Consequently, the present study helps the
pupils with learning disabilities overcome this mathematic anxiety through using
the model drawing strategy, in the sense that they could practise a group of
mathematic activities which explain the importance of Mathematics in life and
help them play a positive role in learning.
Problem of the Study:
The problem of the present study lies in the fact that there are disabilities
in practicing the mathematic verbal problem-solving skills among the primary
stage pupils in general and the pupils with learning disabilities in particular,
accompanied with a high level of mathematic anxiety. These disabilities have
led to a low level of pupils’ achievement despite their medium intelligence.