sakineh SoltaniKouhbanani; hamid alizadeh; Janet Hashemi; Gholamreza Sarami; Sajedeh SoltaniKouhbanani
Volume 3, Issue 11 , March 2013, , Pages 1-20
Abstract
The present research aims to study the effect ofcomputer-aided working memory training on executive functions and mathperformances in students with mathematics disorders. This was aquasi-experimental research. From among all the students in centers forlearning disorders, 20 female students with mathematics ...
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The present research aims to study the effect ofcomputer-aided working memory training on executive functions and mathperformances in students with mathematics disorders. This was aquasi-experimental research. From among all the students in centers forlearning disorders, 20 female students with mathematics disorder studying atthe 3rd, 4th and 5th grades of elementaryschools in the educational year 2011-2012 in Tehran were selected usingconvenience sampling method. The subjects were randomly assigned into the twocontrol and experiment groups. the Key Math Diagnostic Arithmetic Test as wellas executive functions tests (including the Tower of London Test, theContinuous Performance Test and Stroop test cards) were carried out on thesubjects. Then, the experiment group (including students with mathematicsdisorder) received 20 sessions of computer-aided working memory training in 7weeks. Afterwards, all the subjects (both experiment and control groups) wereassessed in terms of executive functions and math performances. It isnoteworthy that the control group did not receive any training. Both groupsreceived only the school trainings. One month later, the post-test wasadministrated. The results of the pre-test and post-test were analyzed usingt-test. The results showed that computer-aided working memory training had asignificant effect on executive functions and math performances of studentswith mathematics disorder, and could improve it. The findings of this researchcan be used in neurological and educational interferences
Mojdeh Janeh; Soghra Ebrahimi Ghavam; Hamid Alizadeh
Volume 2, Issue 5 , April 2012, , Pages 21-42
Abstract
Purpose: The present research’s purpose is to compare the executive functions of reasoning, planning, organizing and working memory between the students with or without mathematics disorder at primary school.
Method: The research is of an applied type and the method to carry it out is contextual. ...
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Purpose: The present research’s purpose is to compare the executive functions of reasoning, planning, organizing and working memory between the students with or without mathematics disorder at primary school.
Method: The research is of an applied type and the method to carry it out is contextual. The statistical population includes girl students with or without mathematics disorder at primary schools in the Tehran province.
60primary school girls at the age of 8 to 11 were randomly assigned in 2 groups of 30with or without mathematics disorder. In order to gather data tests of key math Andre Rey, subtests of similarities and children numerical memory and W.I.S.C were used. The data was analyzed by multiple variance analysis tests.
Results: The findings showed that the students with mathematics disorders were different in terms of the executive functions of reasoning, planning, organizing and working memory as compared with the normal group. The outcomes of the present research showed that: there is a meaningful difference in related-combined variables of reasoning, planning, organizing and working memory between the two groups of normal and those having mathematical dysfunction. To specify the meaningfulness of the final outcome Bonferroni correction was used and P which was equal to 0.05 was divided by 4. Amount of P turned to be 0.0125 and meaningfulness was assigned to the test.
Conclusion and recommendations: With regard to existing theories and researches so far undertaken in the area and the results of the present research we can conclude that there are obvious differences in the functions of reasoning, working memory and planning-organizing of normal students and those having mathematical dysfunction. However this research studied 3 areas of the executive functions including reasoning, planning-organizing and working memory. It is suggested that other executive functions be also studied in future research projects