Efficacy of Computer-Aided Instruction of Working Memory in Improving Executive Functions and Mathematics Performance of Students with Mathematics Disorders

Purpose of this research is the impact of working memory computer assisted program on executive functions and mathematic performance improvement in students with mathematics disorders. In this project we have tested the feasibility of working memory training in students with mathematics disorders. Method of this research is quasi experiment. Sample these research involved 20 students with and without mathematics disorder in truth, fourth and fifth grade in Tehran with pre-post and follow up test in the research. Instruments are London tower, Stroop test, Continuous Performance Test, and KeyMath test were used for analyzing data. the t test show more significant difference in average in trained group comparing to control group, the post-test did immediately after and one week after finishing training period (P= 0/05). Also difference of effect of Executive Functions (pre-post-follow up) is significant (P= 0/05) and effect between group (experimental-control) is significant (P= 0/05). of t test show differences between Executive Functions (Organization, Planning, Working memory and Inhabitation response) and mathematics disorder in pre- post-test after training in students with mathematics disorder. The trained group shows the better performance in post-tests the impact of working memory computer assisted program on executive functions and mathematics performance improvement in students with mathematics disorder.