يحيى زكريا عبد الرؤوف جبر2017-12-072017-12-072004http://hdl.handle.net/123456789/9227Abstract V This study has aimed at recognizing problem-solving difficulties. in mathematic for the basic stage students from the view of teachers, and during the implementation of achievement test on students. And also the recognizing of points weakness in problem-solving. Also this study aimed at recognizing the students attidudes. through mathematics and problem-solving, and how to over these difficulties of problem-solving inemathematics. The sample of the study consists of all mathematics teachers (male and female) at Qalqilia of directorate, (82) teachers (male and female), and (836) students (male and female), whom were selected by categorical random. , To achieve the purpose of the study, the researcher used three tools, designed by the researcher : 0 Teachers questionnaire which includes (23) items distributed on seven dimensions. Students questionnaire which includes (13) items distributed on for dimensions. 0 Four achievement tests concerning the problem-solving in mathematics (seven class, sixth class, fifth class and for the fourth . The validity of the tools was approved by assessment committee. The reliability coefficient was calculated for each of them by split- half method, (0.80) for the teachers, (0.78) for students, (0.88) for the test of the seven class, (0.91) for the test of the sixth class, (0.85) for the test of the fifth class and (0.82) for the fourth. To answer the question and to test the hypotheses of the study, researcher used descriptive and analytical statistical techniques such as means, standard deviation, T-test, One Way Anova and (L-S-D) ‘[6St. ' The result of this study showed that : 1- The results of teachers questionnaire showed that there is an effect for the dimensions (curriculum content, the way of problem constructions, students weakness, extra data, teachers, strategies, the administrable role of learning and education), on the difficulty of problem-solving a moving the basic stage students, and also the results showed no significant differences of teachers response (oc=0.05) on the questionnaire dimension due to gender, scientific qualification, teacher experience, except for curriculum content for all new teachers "less than five years" and old "more than 15 year". 2- The results of students questionnaire showed that students attitude were negative towards mathematics, also their attitudes were negative towards problem-solving. Also there were no significant differences in students responds on all questionnaire dimension due to gender at the level (oc=0.05). 3- Achievement tests results showed that there is an effect for "extra data, the type of math operation, the number of operations needed, the nature number in the problem, the way of problem construction, problem difficulty" on the difficulty of problem-solving a moving the basic stage students, and also there are no significant differences in the difficulty of problem- solving due to student sex a moving the basic stage students (from fourth to seventh) at the level (<>c=0.05). In the light of these results, the researcher recommended that ministry of education should change their point of view in the role of educational supervisor, and to focus on his work in the way that serve learning process, also it had to hold training cycles concerning problem-solving, to recognize the difficulties that faces teachers during explaining problems and suitable strategies to solve them. The researcher suggest further studies for dealing with the difficulties of problem-solving in mathematics on the basic stage students of high classes, and other studies on secondary students stage.مناهج وطرق التدريسطرق التدريس - رياضياتThesis