Effectiveness of visual-spatial working memory intervention on the performance of emotional working memory of student with mathematics disorders

Among learning disorders, mathematics disorder can be mentioned. Mathematics disorders affect the ability to learn and apply mathematical concepts and skills.

The aim of the present study was to investigate the effectiveness of visual-spatial working memory intervention on emotional working memory of students with mathematics disorders.

This research was quasi-experimental study with the design of pre-test, post-test and control group. The statistical population was the whole students in primary schools, at risk for mathematics disorders in Alborz province in 2017-2018. The method of sampling was available sampling and consisted of 20 boy students and randomly assigned to experimental and control group. The experimental group received the visual-spatial working memory intervention in 24 sessions. Also, in order to evaluate mathematics disorders and emotional working memory, the Iran Key Math test (1988) and The Researcher made of Emotional working memory questionnaire (2018) were used. The gathered data were analyzed through covariance analysis with SPSS.

The results indicated that the visual-spatial working memory intervention improved the performance of working emotional memory in students (P<0.05)

According to the findings of the present study, it can be concluded that the visual-spatial working memory intervention was effective on emotional working memory and computed mathematics performance (addition, subtraction, multiplication and division) in students.