Effectiveness of executive functions training on working memory of students with math learning disorder

The present study was conducted with the aim of investigating the effectiveness of executive functions on the working memory of students with math learning disorders.

The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all elementary school students with math disorders who referred to the Center for Learning Difficulties in Noor city in the academic year of 2019-2020. 30 of these students were selected by available sampling and randomly assigned to two experimental and control groups, 15 each. In the implementation of this research, the capacity measurement testWorking memory of Danimin Carpenter (1980) was used and the training program of executive functions (Sahibani et al., 2019) was implemented for 10 sessions of 60 minutes and twice a week for the participants of the experimental group. If the control group did not receive any intervention. Data were analyzed using analysis of covariance.

The results showed that the training of the executive functions of the brain significantly increased the working memory of the students in the experimental group compared to the control group (p<0.001).

From the present study, it can be concluded that the training of the executive functions of the brain is effective on the working memory of students with math learning disorders and has improved it.