The effectiveness of verbal games on improving the sense of number (counting numbers) of children aged four to six with learning disabilities

One of the causes of math learning problems is the inability to form a sense of number. Since language concepts have an effect on the formation of number sense, the present study was conducted with the aim of the effectiveness of verbal games on the number sense of preschool children with learning math problems.

The research method is quasi-experimental (pre-test, post-test with control group). The statistical population includes all 4 to 6 year old preschool children in 1997-96 and the sample size was selected using random cluster sampling method and 30 children were randomly divided into two experimental groups (15 people), control group (15 people). They were recruited. The data collection tool was to measure the sense of number of Jordan test (2008) and the data in the pre-test and post-test stage, with SPSS-24 software and using descriptive statistics and inferential statistics (univariate covariance method) Were analyzed.

The results showed that verbal games had an effect on the sense of number of preschool children (P <0.05).

Therefore, through verbal games, the sense of number of preschool children with math learning problems can be strengthened and as one of the effective solutions in kindergartens and preschool centers, the focus can be.