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MEJDS (2020) 10: 229 |
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Tikdari A, Soltani A, Razavi V S, Manzari Tavakoli H. The Effects of Working Memory Training on Mathematics Performance and Working Memory Capacity in Students With Dyscalculia. MEJDS 2020; 10 :229-229
URL: http://jdisabilstud.org/article-1-1271-en.html
URL: http://jdisabilstud.org/article-1-1271-en.html
1- Islamic Azad University, Kerman Branch
2- Department of Psychology, Islamic Azad University, Kerman Branch
2- Department of Psychology, Islamic Azad University, Kerman Branch
Abstract: (1487 Views)
Background & Objectives: The researchers' attention has recently been focused on students with challenges in learning different lessons; such complications significantly impact their educational process. The mathematical learning disorder, based on the criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, is called dyscalculia, a specific learning disorder. Several factors have been implicated in the etiology of motility disorder; however, this research highlighted the role of working memory and its deficits in the emergence of learning disabilities, and in particular, math difficulties. Research has also suggested that the weakness or strength of working memory provides an intolerable impact on learning. Therefore, the present study aimed to investigate the effects of working memory enhancement on improving math performance. We also aimed at enhancing working memory capacity among students with specific learning problems of mathematical type.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the present study comprised the students of the third, fourth, and fifth grades with specific learning problems in Kerman City, Iran, in the academic year of 2018–2019. In total, 30 students with mathematical disabilities were selected using a convenience sampling method and randomly assigned to the experimental and control groups. To collect the necessary data, Raven's Progressive (Raven, 1956), Mathematical Standard Checklist (Tabrizi, 2010), and Working Memory Test Software (Khodadadi & Amani, 2014) were used. The experimental group members individually received a working memory enhancement program in 25 sessions of 45 minutes. However, the control group received no training. To analyze the obtained data, Analysis of Covariance (ANCOVA) was used at p<0.05.
Results: The ANCOVA results indicated a significant difference in the visual working memory scores (p<0.001), auditory working memory scores (p<0.001), and math performance (p<0.001) between the experimental and control groups after receiving the intervention and working memory enhancement.
Conclusion: Based on the present study findings, working memory training can be used as an effective measure in mathematical progression and improving the memory performance of students with math disorders. Additionally, working memory enhancement software can be used as an effective educational tool for students with different learning disabilities.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the present study comprised the students of the third, fourth, and fifth grades with specific learning problems in Kerman City, Iran, in the academic year of 2018–2019. In total, 30 students with mathematical disabilities were selected using a convenience sampling method and randomly assigned to the experimental and control groups. To collect the necessary data, Raven's Progressive (Raven, 1956), Mathematical Standard Checklist (Tabrizi, 2010), and Working Memory Test Software (Khodadadi & Amani, 2014) were used. The experimental group members individually received a working memory enhancement program in 25 sessions of 45 minutes. However, the control group received no training. To analyze the obtained data, Analysis of Covariance (ANCOVA) was used at p<0.05.
Results: The ANCOVA results indicated a significant difference in the visual working memory scores (p<0.001), auditory working memory scores (p<0.001), and math performance (p<0.001) between the experimental and control groups after receiving the intervention and working memory enhancement.
Conclusion: Based on the present study findings, working memory training can be used as an effective measure in mathematical progression and improving the memory performance of students with math disorders. Additionally, working memory enhancement software can be used as an effective educational tool for students with different learning disabilities.
Type of Study: Original Research Article |
Subject:
Psychology
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