Creativity as a means of solving unique problems in mathematics and its influence on motivation for learning on students with learning disabilities in junior high schools in the Arab sector in Israel

Abstract

This research investigates the ability of students to tackle solving unique
mathematical problems in the domain of numerical series, verbal and formal,
and its influence on the motivation of junior high students with learning
disabilities in the Arab Sector. Two instruments were used to collect the data:
mathematical series were checked by ''The Working Paper for Challenging
Problem Solving in Mathematics'' (Hakim & Gazit, 2011) and motivation for
learning by the questionnaire entitled ''The Student's Motivation for Learning''
((Roeser, Midgley & Urdan, 1996).
The findings fully confirmed our hypothesis. There is a difference between
the series in terms of student achievement: When the series deal with
mathematical content, success rates are higher than verbal series dealing with
the issues. However, not according to speculation, there was no significant
difference between the numerical series and series formal rate of correct
answers. Furthermore, the findings fully confirmed hypothesis II, which
examined the relationship between the percentage of correct answers,
unconventional problem solving in mathematics and motivation for learning.
Success in coping series, especially those concerning formal content, which are
considered a challenge series in students' eyes, is associated with increased levels
of motivation for learning.
It is recommended to use a challenge in the field of mathematical tasks -
literal and formal. Emphasizing the formal sector, as revealed in the present, the
use of these contents may contribute to improving the level of motivation for
learning, and consequently have implications for a variety of pedagogical realm

contracting effects such as reducing the phenomenon molt, promoting student
achievement and improving social relations.