Effectiveness of self-monitoring attention education strategy training on increasing number sense of students with math problems in elementary school

The purpose of the present study was to investigate the effectiveness of attention self-monitoring strategy training on increasing number sense of students with math problems in elementary school. The present study was a quasi-experimental study using a single-pilot multi-baseline design with different subjects. The statistical population of the study consisted of 6 girl students with mathematical learning problems at first grade of elementary school who were studying in Kashan Health School in 2019 from among whom 3 female students with math problems participated in this research. In order to identify the problems of the subjects, IranKey Math Diagnostic Test(1986), Demographic Information Questionnaires, Jordan's Number Sense Test (1995) and Self-monitoring Attention Program were used. Subjects were trained in self-monitoring strategy for 6 weeks (two sessions of 45 minutes per week). Results were analyzed by visual analysis using central tendency indices and effect size index (PND). Based on the results of the research, self-observation strategy training had a positive effect on increasing the ability to understand and comprehend the numbers in students with math problem in the first grade compared to the baseline of the same subjects. The results of this study showed that attention training increased students' attention during homework and increased their academic performance. In general, it can be concluded that attention-based instruction training has been effective in increasing students' numerical understanding of mathematical problems and will have a preventive role in mathematical problems of later ages.