جستجوی مقالات مرتبط با کلیدواژه « Mathematical Learning Disability » در نشریات گروه « روانشناسی »

Mathematical learning disability is one of the most common neurodevelopmental disorders which causes math education in elementary school to be one of the most highlighted problems that teachers face; a problem that turned into a serious challenge in the COVID-19 pandemic virtual education. The current research was implemented with the aim of investigating the effectiveness of virtual teaching based on manipulative mathematical learning of 5th grade male students with learning disabilities during the pandemic period.

The current research was a semi-experimental study with a pretest-posttest control group design. The statistical population includes all elementary school boys in the 5th grade of Karaj city in the academic year of 2021-22 with a math learning disability. The statistical sample includes 20 5th-graders from “Bistom-e-Farvardin” primary school in Karaj city, randomly selected and placed in two experimental and control groups (10 in each). The tools for collecting research data included the Wechsler IQ test for children (1949), Keymath test (1988), and researcher-made math learning test. The data was examined using univariate covariance analysis, and analyzed by SPSS26.

The results showed that virtual teaching based on manipulative mathematical learning method significantly affects the mathematical learning of students with this specific disability who participated in this program as when compared to students who had not received it, resulting in an 81% increase in the math scores of the experimental group compared to the control group (P>0.0001, F=8.946)..

Applying manipulative mathematical learning method is effective on math learning of students with this disability in the 5th grade of elementary school in virtual education period.

Mathematical learning disability is one of the most common neurodevelopmental disorders which causes math education in elementary school to be one of the most highlighted problems that teachers face; a problem that turned into a serious challenge in the COVID-19 pandemic virtual education. The current research was implemented with the aim of investigating the effectiveness of virtual teaching based on manipulative mathematical learning of 5th grade male students with learning disabilities during the pandemic period.

The current research was a semi-experimental study with a pretest-posttest control group design. The statistical population includes all elementary school boys in the 5th grade of Karaj city in the academic year of 2021-22 with a math learning disability. The statistical sample includes 20 5th-graders from “Bistom-e-Farvardin” primary school in Karaj city, randomly selected and placed in two experimental and control groups (10 in each). The tools for collecting research data included the Wechsler IQ test for children (1949), Keymath test (1988), and researcher-made math learning test. The data was examined using univariate covariance analysis, and analyzed by SPSS26.

The results showed that virtual teaching based on manipulative mathematical learning method significantly affects the mathematical learning of students with this specific disability who participated in this program as when compared to students who had not received it, resulting in an 81% increase in the math scores of the experimental group compared to the control group (P>0.0001, F=8.946)..

Applying manipulative mathematical learning method is effective on math learning of students with this disability in the 5th grade of elementary school in virtual education period.

The purpose of the present study was to determination of the effect of attention strengthen and perception of sensory-motor training programs on mathematical performance of male students with mathematical learning disability.
Study procedure was quazi-experimental with pretest-posttest design with control group. The statistical population of this study includes all third and forth grade elementary male students with mathematical learning disability in Shiraz city in the academic year 2014-2015.The sample size was 30 male students with mathematical learning disability that were selected by in available sampling method and assigned into experimental and group control, randomly. Such as each group consist of 15 students. Both groups were assessed pre-test. The experimental group received attention strengthen and perception of sensory-motor training programs in 10 sessions while control group did not. After completion of training period for experimental group the post-test was administered for both groups. Standardized tests of Iran Key-math mathematical test and revised Wechsler Intelligence Scale for Children was used to collect data.
The data analyses by ANCOVA and MANCOVA showed that there were significantly improvement in mean scores of mathematical performance and its subscales in experimental group (P Therefore, attention strengthen and perception of sensory-motor training programs to improve the performance of students with learning disability in mathematics can be used and suggested that the school teachers in the process of learning and teaching, further they have notice to the capacity of attention and sensory-motor perception students have learning difficulties.