Monitoring Mathematics Learning Difficulties among Pupils of the First Three Grades from the Perspective of Mathematics Teachers in Gharyan City

Abstract

This research aimed to identify and analyze the most common mathematics learning difficulties among pupils in the first three grades of primary school in the Gharyan municipality. The study sought to investigate the factors contributing to these difficulties, including student-related, teacher-related, curriculum-related, family-related, and environment-related obstacles. To achieve these objectives, the researchers employed a descriptive-analytical methodology. The study was conducted on a sample of 94 teachers from schools within the Gharyan educational offices. A specialized questionnaire consisting of 52 items distributed across five key domains was developed and validated. Statistical analysis using SPSS revealed that the overall level of mathematics learning difficulties was moderate, with a mean of 2.43 and a standard deviation of 0.32. The findings indicated that student-related obstacles ranked first, primarily driven by a lack of intrinsic motivation, fear of mathematics, and weak reading and writing skills. Family-related obstacles followed, attributed to the belief that success is the sole goal of education and a lack of understanding regarding the educational challenges faced by the child. Environmental obstacles, such as overcrowded classrooms and lack of facilities, and curriculum obstacles, including difficult verbal problems and content density, also significantly impacted learning. Interestingly, teacher-related obstacles ranked last with a low-to-moderate degree (Mean: 2.33), despite issues like non-participation in curriculum development and limited use of modern teaching methods. The study recommended increasing teacher interest in motivating students, developing literacy skills, and organizing workshops to educate parents on supporting their children's mathematical achievement.