The Effect of Self-monitoring of Attention Training on Mathematical Problem Solving of Elementary Male Students with a Learning Disability in Math

This study was aimed to investe the effect of self- monitoring of attention training on math performance of students with a math disability. The pretest – posttest control group design was used. The participants consisted of 50 fifth grade students with a learning problem in math who were selected from among the elementary school students in Khoy. They were randomly assigned to two experimental and one control groups. Diagnostic tests of mathematical learning disability (Key Math.), mathematical problem solving test and Raven' children intelligence test were used to collect the data. The results were analyzed the using ANCOVA. The results indicated that the students with math disability in the experimental group who received self- monitoring of attention training achieved higher scores in solving verbal math problems and numerical calculations in the posttest than the ones in the control group.