The effect of working memory and metacognition training on academic function of female students with mathematics learning disabilities

This study was conducted with the aim of analyzing the effect of instruction of working memory and instruction of metacognition on academic performance among female students with mathematics learning disabilities. The research was experimental and the statistical population included third grade female students with learning mathematics disabilities, among them 30 students were selected via cluster multistage random sampling and then divided into experimental groups (instruction of working memory and metacognition) and control group in a random way. The assessment tools included Wechsler Intelligence Scale for Children (Shahim, 1364), Iran Keymath Test (Mohammad Esmaeil & Human, 1381) and Mathematics Academic Performance Test (Farahani, 1386). The data were analyzed through covariance analysis. The results showed that working memory instruction and metacognitive instruction are effective on the mathematics academic performance of the students with mathematics learning disabilities (P<0/01). The results of Tukey’s post hoc test revealed that, there is no significant difference between effects of working memory instruction and metacognitive instruction in mathematics academic performance of the students with mathematics learning disabilities (P>0/05). The effect of working memory .