مادي, مصطفىمحمد بلعربي, منيرسعدي, زينب2024-12-112024-12-112024http://dspace.univ-temouchent.edu.dz/handle/123456789/5900The current study aimed to identify the difficulties of learning mathematics among first year students who are enrolled during the 2023/2024 school year for a number of secondary schools in the state of Ain Temouchent, where the IMRAD model was used to present the content of the study and rely on the exploratory descriptive approach, the study was conducted on an intentional sample of 213 male and female students, There were 213 pupils, including 108 females and 105 males, distributed over four secondary schools in the wilaya of Ain Temouchent and the use of tools represented in: Information form and questionnaire for the researcher's mathematics learning difficulties (Bouaricha, 2019), and after processing the data using SPSS version 20, the following results were reached: - The math difficulty ratio was estimated at 29.46%. - Variation in the level of difficulty according to fields, most notably the field of numbers and arithmetic, in which the highest difficulty rate for mathematics was recorded by more than 77%. - There are no differences due to the gender variable (males / females) only related to the five items represented in: item N° (06), (08), and N° (18), (19) and (20), which belong to the fields of geometry, arrangement and absolute value.other: Math difficulties, first year of secondary schooDifficultés en mathématiques, première année du secondaireصعوبات تعلم الرياضيات،السنة أولى ثانويThesis