Difficulties in learning mathematics (algebra and geometry) in middle-school students from the perspective of mathematics teachers Field study of a sample of mathematics teachers in the middle-school

Abstract

The current study aims to identify the difficulties of mathematics learning with its two branches (algebra and engineering) in the middle-school from the perspective of mathematics professors, the study was conducted on a sample of 35 mathematics teachers in the middle education stage at the happy state level. In order to achieve the objectives of the study, the descriptive approach was used based on the measurement tool represented in the mathematics learning difficulties questionnaire (algebra and geometry) prepared by the researcher, where the study concluded that the grades of mathematics learning difficulties (algebra and geometry) from the perspective of mathematics teachers are moderate. There were no statistically significant differences in the difficulties of mathematics learning (algebra and geometry) due to the academic year and years of experience.