This research study investigates the ability of students to tackle the solving of 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" and the motivation for learning by the questionnaire entitled "The Student's Motivation for Learning". The research involved 50 students with learning disabilities integrating in five regular education classes in junior high schools. The findings fully supported the hypothesis, as well allowing a second hypothesis to arise. It is recommended to use a challenge in the field of mathematical tasks, as the present study found that the use of these contents may contribute to improving the level of motivation for learning, and as a result has implications for a variety of pedagogical realm-contracting effects, such as reducing the phenomenon molt, promoting student achievement, and improving social relations.