The effect of metacognitive education on reducing the math problems of students with learning disabilities in reading and writing math

Learning is not an out-of-life category, but is expected to be understood in the heart of life. Learning is a big umbrella that overshadows all the events that happen to you. Therefore, this study examines the effect of teaching metacognitive strategies on reducing the mathematical problems of students with learning to read and write disorders.

The present study is an experimental type with a pre-test-post-test design with a control group. The statistical population of the study included 11-8 year old male and female students of Sari city in the academic year of 1996- 97 who were selected by multi-stage cluster random sampling method and were randomly assigned to two control and experimental groups (15 people in each group). . . It was used to determine the effect of metacognitive training on the disorder of reading and writing pre-test and post-test of the researcher, which has been approved by the relevant experts (based on Stein and Hall's test). Spss software was used to analyze the information in the descriptive and inferential statistics section.

The results showed that metacognitive education is effective in reducing the problems of students with learning disabilities in mathematics.

Due to the effectiveness of metacognitive education in improving the performance of subjects, the present study and increasing the motivation and interest of students with math reading and writing disorders and teaching these strategies can be included as part of the school classroom program in normal and exceptional schools.