The Effect of Mathematical Problem Structure (Context- Content- Number of Problem Solving Steps) on the Ability of its Solution among the Second Intermediate Graders who have Different Mental Capacities in Al-Madinah Al-Munawara

Abstract

This study aimed at investigating the effect of the mathematical problem structure (the context- the content and the number of the solution steps) on the ability of solving it among the econd Intermediate Graders who have Different Mental Capacities in Al-Madinah Al-Munawara. The study sample consisted of 180 male students. A problem solving test (designed by the researcher), a cross shapes test for assessing the mental capacity were used. Means, standard deviations, statistical (f) and Tukey's test were used. Results showed that the students of the mental capacity (6) have the ability to solve the problems that are formed symbolically and verbally where their content were formed as a wholly, partially, in a way where thinking was organized; and that are stated symbolically and verbally simultaneously with the number of the solution steps number (3), (4), (5) . These were better than the students of the mental capacity (5), (4), and that the students of the mental capacity (5) have the ability to solve the problems that are stated symbolically and verbally. They were better than the students of mental capacity (4), and that the students of the mental capacity (5) have the ability to solve the problems that are stated symbolically with solution steps number (4). Those were better than the students of the mental capacity (3), (4), (5) and better than the students of the mental capacity (4).