Analysis of number sense on working memory profile in students with Math learning disorder

Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Objective

Two cognitive components such as number comprehension and active memory are known to be effective factors for the development of math skills and the lack of both components can lead to the occurrence of math learning disorders in children. Therefore, the purpose of this research is to analyze number comprehension on According to the active memory profile in students with math learning disorder.

Methods

The method of the current research was a correlational description. The statistical population of the present study was all male students with math learning disorder, first grade, referring to learning disorder centers in the academic year of 2020 – 2021 and 50 of them were selected by available sampling method. Pickering and Godercole (20001) answered the questions of Jordan et al.'s (2008) and working memory test set for children (Hafbek). After data collection, their analysis was done with Spss 20 software and with Pearson's correlation matrix and multiple regression methods.

Results

The findings of the present study showed that among the components of active memory, central executive and visual-spatial plane, there is a positive and significant correlation with one of the components of number understanding, including operations (P<0.01).  Also, the results of multiple regression indicated that among the components of working memory, only the visual-spatial plane can predict one of the components of number understanding, including operations (P<0.02).

Conclusion

According to the confirmation of the significant role of working memory in children's understanding of numbers, it is possible to teach skills related to the components of working memory, especially the visual-spatial screen in learning disability centers to improve number understanding.

Language:
Persian
Published:
Journal of Exceptional Children, Volume:24 Issue: 4, Winter 2025
Pages:
41 to 56
https://www.magiran.com/p2855928  
سامانه نویسندگان
  • Ali Akbar Arjmandnia
    Author (1)
    Associate Professor Faculty of psychology and education, University of Tehran, University of Tehran, Tehran, Iran
    Arjmandnia، Ali Akbar
  • Shirin Mojaver
    Author (3)
    .Ph.D Psychology and Education of Exceptional Children University, University of Tehran, Tehran, Iran
    Mojaver، Shirin
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