Purpose: Examining the literature on the recognition of problems with the learning of quantitative skills reflects new research orientations for screening and identifying these problems before children enter formal education. Accordingly, if children with math problems are not diagnosed early, learning difficulties continue to occur, leading to behavioral problems and educational problems.The purpose of this study was to determine the share of active memory, visual-spatial perception, fluid reasoning and quantitative reasoning in verbal domain in predicting mathematical problems in children aged 3-6 in Tehran.
Method: This descriptive study was a correlational research. The statistical population of this study includes all pre-school children aged 3-6 years old in welfare areas of 1, 2 and 3 in Tehran. The research sample was selected based on multistage cluster sampling method. The sample size of the study was 180 children. For selecting the sample group, 60 males and females (30 females and 30 males) were selected in each district in three age groups of 3 to 4 years old and 4 to 5 years old and 5 to 6 years old. In this research, Stanford-Binet's Intelligence and Jordan number perception Test were used Whose validity and reliability have been confirmed in numerous studies. Data were analyzed using regression analysis.
Results: Prior to statistical analysis, first, the main assumptions of multiple regression analysis (normal, linear, non-coherence between predictor variables, and independence of errors) were investigated and confirmed by separate predictor variables. The results of regression analysis showed that the coefficient of determination is 34/0, that is, the verbal components have 34% ability to predict mathematical problems and 66% of the remainder is related to other factors.The results of data analysis showed that the components of verbal fluid reasoning and verbal active memory were significantly associated with children's mathematical problems (p <0.001). Based on the regression equation, verbal active memory and verbal quantitative reasoning variables for screening Math problems play a significant role in pre-primary ages (3 to 6 years).
Conclusion: The results of the study showed that the tests can be used to study the math problems in children before entering school with early assessments, so that by preventing the students from dropping out of school during the school year, by preventing them from attending the necessary interventions. According to the results of the research, it should be said that parents and teachers use more tables, categories and charts in order to reinforce their little reasoning in their children's education, because of this, the ability to analyze students and thereby reduce their mathematical problems. Will find. Parents are also encouraged to listen to more books in order to enhance verbal active memory in children. In general, it is suggested that educational managers pay more attention to the role of verbal components in student learning because, with better understanding of these factors, managers can design useful and useful educational programs to improve students' academic performance. Also, educating teachers to direct them to teaching methods based on verbal and non-verbal skills can be considered by educators in place of traditional methods