الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction
Mathematics is one of the prominent cognitive fields because of its numerous applications in different life domains. It is included, in one way or another, in every field of knowledge. Therefore, it is important to enhance the pupils’ level in Mathematics to cope with the recent developments in various cognitive fields.
Learning mathematics still represents a the problem for many pupils, especially the blind ones. The absence of this sense, sight, makes m face several problems and disabilities in learning in general and in mathematics in particular. This sense is essential for learning mathematics. Hence, came the researcher’s interest in attempting to identify these disabilities and suggesting a remedy, especially in the primary stage where the pupil’s life is shaped. Thus, the purpose of this study is .both diagnosis and remedy of blind pupils’ learning disabilities in mathematics at the
primary stage.
This study comprises six chapters. The first one deals with the research problem and its procedures. The second chapter is concerned with the review of literature related to topic under investigation. While the third chapter surveys the previous studies and research work related to the present study, the fourth chapter includes diagnosis of the learning disabilities. The fifth chapter presents the suggested remedial program for these disabilities. Summary of results, recommendations, and suggestions of the study
are the topic of the last chapter.
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Problem of the study
The problem of this study is the existence of learning disabilities in mathematics of blind pupils at the primary stage. To remedy this problem, the present study attempts to find answers to the following questions:
1.What are the learning disabilities in mathematics that blind pupils at the primary
stage face?
2.What are the features of the instructional program for remedying these
disabilities?
3.How far is this program effective in remedying these disabilities and in the pupils’
achievement of the program content?
Limitations of the Study
The present study is confined to the following limitations:
1.A sample of the Fifth grade, primary stage pupils in Alnoor Institute, Tanta, in the academic years 1996/97 and 1997/98.
2.The content of Mathematics textbook used in teaching blind pupils in the fifth
grade, primary stage.
3.An achievement test at the levels of recal, understanding and application only.
4.An application of the ”Geometry and Measurement” unit of the remedial program which includes six topics.
Hypotheses of the Study
The following statistical hypotheses are postulated:
1.There are significant statistical differences, at the 0.05% level, between the experimental and control group pupils’ responses on every question of the diagnostic test in the post application in favor of the experimental group.
2.There are significant statistical differences, at the 0.05% level, between the experimental group pupils’ responses on every question of the diagnostic test before and after the remedial program application on behalf of the post.
3.There are significant statistical differences, at the 0.05% level, between the mean scores of the experimental and control group pupils in the post application of the diagnostic test in favor of the experimental group.
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4.There are significant statistical differences, at the 0.05%level, between the mean scores of the experimental group pupils in both the pre-and-post application of the diagnostic test on behalf of the post application.
5.The remedial program is effective in terms of the quantity of concepts, generalizations, and skills the pupils acquire as a result of instruction and in the achievement of the intended behavioral objectives.
Procedures of the Study
The present study is undertaken in the following steps:
I. Identifying the learning disabilities in math of blind pupils at the fifth grade primary, through:
A.Review of previous studies, research work, and theoretical framework which dealt with learning disabilities, diagnosis, and remedy especially for blind pupils at the primary stage.
B.Analysis of the answer sheets of the blind pupils
C.Constructing an open-ended questionnaire for math teachers of blind pupils at the primary stage to identify their opinions of the learning disabilities those pupils face.
D.Conducting an informal/unstructured individual interviews with some blind
pupils.
E.Formulating a diagnostic test for the blind pupils of the fifth grade to determine
the learning disabilities they face in math.
2. Preparing an instructional program for remedying the learning disabilities as
follows:
A.Reviewing previous studies, research work, and theory related to remedy of
learning disabilities of blind learners.
B.Studying the characteristics of blind pupils and the appropriate methods of teaching them.
C.Studying the remedy methods and strategies of learning disabilities in math.
D.Developing the remedial program in the light of the nature of math, math textbooks, the learning disabilities, and the bases derived from review of literature.
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3 Applying and determining the effectiveness of the program as follows:
A.Choosing a sample of fifth grade blind pupils at Alnoor Institute, Tanta, in the
academic year 1997/1998.
B.Dividing the sample into two groups, experimental and control.
C.Checking and establishing the homogeneity of the study groups.
D.Applying the second part of the diagnostic test which is concerned with the content of program on the experimental group as a post test.
E.Teaching the remedial program, by the researcher, to the experimental group whereas the regular class teacher taught the same topics to the control group.
F.Applying the second part of the diagnostic test to both the control and
experimental groups as a post test.
G.Data collection, statistical treatment, and interpretation of results.
Results of the study
Results of this study are presented in relation to the diagnostic test and remedial instructional program.
Results of the diagnosis:
1.Results of the diagnosis indicated the presence of learning disabilities in math for blind pupils at the fifth grade as shown by the questionnaire and the diagnostic
test.
2.Results of the questionnaire and the diagnostic test revealed the existence of learning disabilities the pupils face in math. But it was found out that all the items on the questionnaire represent learning disabilities for fifth grade
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pupils whereas only 48 questions out of 65 Of diagnostic test , 73.8%, represent learning disabilities.
3.Results of both the questionnaire and the diagnostic test showed a high discrepancy in the percentages of the common errors of the pupils. It ranges between 30% and 100% in the questionnaire and between 29% and 100% in
some cases.
4.The pupils’ learning disabilities in the second part of the diagnostic test(15 out of
20, i.e. 75%) are bigger than those in the first part (33 out of 45, i.e. 73.3%). Therefore, the remedial program has to deal with the topics of the second part.
5.The pupils’ learning disabilities at the recall level (14 out of 18, i.e. 77.8%) are more than those at the application level(19 out of 27, i.e. 70.4%) followed by those at the understanding level (14 out of 20, i.e. 70%). This indicates that classroom teachers do not focus on the basic concepts (recall) but on their
applications instead.
6.The learning disabilities of the fifth grade blind pupils in math can be categorized
into the following patterns:
- defining some concepts,
- recalling some formulas,
- recalling some facts, relations, and rules,
- solving some verbal questions,
- distinguishing between some concepts,
- transforming from one form to another,
- finding out the opposite process,
- using previous mathematical information,
- solving problems which require flexible thinking, and
- recognizing the characteristics of some concepts.
7.The learning disabilities can be attributed to reasons specific to the teacher, the textbook, or the blind pupil.
Results of Experimentation
The following results are related to the experimentation of the remedial program: 1. The effectiveness of the instructional program in remedying the learning
disabilities :
A. There are significant statistical differences, at the 0.05%level, between the
experimental and control group pupils’ responses on the diagnostic test
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questions in he post application in favor of the experimental group (16 out of 20, i.e. 80%).
B.There is an increase in the percentages of the experimental group pupils’ overall correct responses over those of the control on the post application of the diagnostic test. This may be due to the positive effect of the instructional program.
C.There are significant statistical differences, at the 0.05% level, between the experimental and control group pupils’ responses on the diagnostic test questions related to the six topics of the remedial program in the post application in favor of the experimental group.
D.The instructional program has a positive effect on remedying the pupils’
problematic questions of the diagnostic test, after experimentation. The
number of disability questions for the control group was 16 out of 20 (80%)
and 1 out of 20 (5%) for the experimental group.
E.There are significant statistical differences, at tdiahe 0.05% test before and after level, between experimental group pupils’ responses on the gnostic
the remedial program application in favor of the post application on all the test questions.
F.There is an increase the percentage of the experimental group pupils’ overall
correct responses on the post application of the diagnostic test over the pre-
application. This reveals the positive effect of the remedial prop-am.
the
G.There are significant statistical differences, at the 0.05% level, between experimental group pupils’ responses on every question of the diagnostic test, related to the six topics, before and after the program application in favor of the post application.
H.The remedial program is found to have a positive effect in remedying 19
questions out of 20 that were problematic for blind pupils in the fifth tgade,
primary stage. All the diagnostic test questions were problematic for the
experimental group pupils before application of the remedial program and only
one question remained problematic after program application.
Hence, the program proved to be effective in remedying the learning disabilities in math of blind pupils’ sample in the fifth grade, primary stage.
2. The program effectiveness in developing the blind pupils’ achievement in math is indicated through the following results:
A. There are significant statistical differences, at the 0.05% level, between the mean scores of the experimental and control groups in the post application of the diagnostic test in favor of the experimental group.
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B.There are significant statistical differences, at the 0.05% level, between the mean scores of the experimental and control groups on the six topics, each one separately in the post application of the diagnostic test in favor of the experimental group.
C.There are significant statistical differences, at the 0.05% level, bbetweeefore an nd after the
mean scores of the experimental group pupils on the six topics application of the remedial program in favor of the post s application. weep the
D.There are significant statistical differences, at the 0.05% level, bet mean scores of the experimental group pupil on the six topics, each one separately, before and after application of the remedial program in favor of the post application.
. As for the program effectiveness in general, the following results were found:
A.The Black Gain Ratio was 1.67. This indicates the program effectiveness in terms of the quantity of the concepts, generalizations, and skills the pupils acquired as a result of the instructional program.
B.All the intended objectives were achieved and the measured percentage was 71% and over. This reveals the program effectiveness in achieving the intended behavioral objectives.
;ignificance of the Study
The importance of the present study can be stated in the following main points:
. Helping Mathematics curricula planners in preparing special curricula and textbooks for the blind pupils so as to remedy the learning disabilities they face in math learning.
. Helping mathematics teachers in teaching those learners in order to overcome the disabilities they face in math learning.