The effect of cognitive strategy instruction on the reduction of mathematics learning disorder in second and third grade male students

The present study seeks to investigate the effectiveness of cognitive strategy instruction on the reduction of mathematics learning disorder among primary school students. This research is an experimental study with pretest-posttest on experimental and control groups. The population involves all primary school students of Saghez city who have learning disorder. Using simple random sampling method, 30 students were selected and randomly assigned to experimental and control groups. The experimental group received the cognitive strategy instruction for 10 sessions (1/20) hours. Data were collected through Keymath scale. In order to show the diffrences between groups, the means and standard deviations of control and experimental groups were calculated. Then, analysis of covariance was used for final data analysis. Results showed that cognitive strategy instruction amended student's mathematics learning disorder; that is, cognitive strategy instruction has a positively significant effect on the performance of the students with learning disorder.