The Effectiveness of Computer-Aided Working Memory Training on Improvement of Executive Functions and Math Performances in Students with Mathematics Disorder

The present research aims to study the effect of computer-aided working memory training on executive functions and math performances in students with mathematics disorders. This was a quasi-experimental research. From among all the students in centers for learning disorders, 20 female students with mathematics disorder studying at the 3rd, 4th and 5th grades of elementary schools in the educational year 2011-2012 in Tehran were selected using convenience sampling method. The subjects were randomly assigned into the two control and experiment groups. the Key Math Diagnostic Arithmetic Test as well as executive functions tests (including the Tower of London Test, the Continuous Performance Test and Stroop test cards) were carried out on the subjects. Then, the experiment group (including students with mathematics disorder) received 20 sessions of computer-aided working memory training in 7 weeks. Afterwards, all the subjects (both experiment and control groups) were assessed in terms of executive functions and math performances. It is noteworthy that the control group did not receive any training. Both groups received only the school trainings. One month later, the post-test was administrated. The results of the pre-test and post-test were analyzed using t-test. The results showed that computer-aided working memory training had a significant effect on executive functions and math performances of students with mathematics disorder, and could improve it. The findings of this research can be used in neurological and educational interferences.