The effect of self-instruction on mathematic problem solving performance

The current study aimed to investigate the effect of self instruction on mathematics problem solving performance in fifth grade students with dyscalculia in Rafsanjan city. Twenty students were selected from twelve fifth grade classes based on the following inclusion criteria: Teacher's Judgment, Diagnostic Criteria of DSM-IV, Raven progressive matrixes, and Math Problem Solving Test. The design of the study was quasi-experimental design, with pretest-post test control group design. Twelve “45–minutes sessions” of self-instruction were administered for experimental group while control group was in neutral condition. Analysis of data using Analysis of Covariance (Ancova) revealed that student’s performance in mathematics problem solving abilities was increased significantly in the experimental condition. We can conclude that self-improvement methods affect mathematical problem solving performance of students with dyscalculia.