The Effect of Working Memory Computer Assisted Intervention on Mathematics Anxiety, Working Memory and Performanceing Mathematics among Students with Mathematics Learning Disabilities

The aim of this study was to investigate the efficacy of Working Memory Computer. Assisted Intervention on Mathematics Anxiety, Working Memory and Performance Mathematics among Students with Mathematics Learning Disabilities. The study design was semi-experimental with pre-test/post-test and a control group. The statistical population of the study included the students of grade fourth, primary school, with mathematics learning deficiencies in Miyandoab during the academic year 93-94. For this purpose, 30 students with math learning disability were selected by using multistage random sampling (each group consist of 15 children). To gather the data, the Raven intelligence test, the key Math test, a researcher made mathematics test, the scale of math anxiety (Bai et al) and N-back's working memory test were used. The experiment group received working memory training program in 15 sessions, each 30 minutes, while the control group received only school education. The data was analyzed using Covariance. The results showed a significant difference between the scores of working memory, math anxiety, math performance and working memory between the two groups after the intervention. The findings emphasized that working memory training can be used as an intervention method in improvemening mathematics and reduce Mathematics anxiety in students with mathematics learning disability.