التفكير ما وراء المعرفي وأثره على التحصيل الدراسي في مادة الرياضيات لدى التلاميذ ذوي عسر الحساب

Abstract

The objective of this study is to identify the effect of metacognitive thinking on Academic achievement in mathematics among students with dyslexia. To answer the questions of the study and verify its hypotheses, a training program of metacognitive skills was constructed and applied on 30 students in fourth grade. And the results showed that there is a higher positive impact of metacognitive thinking on the achievement of academic in mathematics as well as the existence of differences of statistical significance in the results of students in mathematics for the benefit of the second achievement test in students with dyscalculia.