Magiran | نشریه تعلیم و تربیت استثنایی، سال یازدهم شماره 107 (فروردین 1390)

Impact of Teaching Number Sense Page on mathematics improvement to students with and without Mathematics Disabilities

Maryam Ashraf Mahnaz Estaki, Hasan Ashayeri Page 6

This quasi-experimental research examines the impact of teaching number sense page onmathematic improvement to students with and without mathematics disability. Thesample consisted of 64 primary school male and female students. First, the studentswere identified and screened by DSM-IV checklist. After pretest (KeyMat subtestfunction and children digit span Wechsler) the treatment group was trained for 12sessions, (each session was 45 to 60 minutes) for 3 months. ANOVA analysis showed asignificant difference between pretest and post test, so the research main hypothesis wasconfirmed. Accordingly, we may conclude that training mathematic number page(SAMA) lead to mathematic achievement.

Abstract View Paper Original: Persian
Effective Instruction in Mathematics for Children with Learning Disabilities

Ali Akbar Khosravi Page 15

An Important question that teachers usually face is: What should we do for students withmath problems? This article aims to answer this question trough examining effectivemathematics instruction based on four critical dimensions, including what students needto learn in math and what we need to teach, how disability can affect math learning?what are the four instructional approaches emerging from the research as effectivemath intervention for students with disabilities and, what are the best suggestions fortransforming research in to practice.

Abstract View Paper Original: Persian
Neuropsychology of Learning Mathematics

Ahmad Abedi Maryam Taji, Mozhgan Shoshtary, M.A Page 23

Children need a series of skills to reach mastery for performing mathematics tasks. Theseskills hold some neuropsychological or executive functions, such as attention, language,visuospatial processing memory and learning. These skills are developed throughexperience, and learning. Some children with mathematics problems have considerabledeficits for these functions automatically. In this regard, neuropsychology approach,assumes a causal relationship between location of brain errors and deviations in mathability. Studies on brain hemispheres also show that mathematics requires both rightand left hemisphere. This may be related to the nature of mathematical tasks that makethe differences reveals a hemisphere.

Abstract View Paper Original: Persian
Screening and Early Identification for Mathematics Disability

Kambiz Poushaneh Page 31

Recent literature on mathematics disability in young children suggests that sense ofnumber can be helpful predictor in early identification and screening. This paperreviews briefly what sense of number is, and why it is important in this field.

Abstract View Paper Original: Persian
Music and mathematics learning disorder

Kaveh Moghaddam Dr.Mahnaz Esteki Page 38

Dyscalculic students suffer from a lot of problems such as:Visual and auditory perceptualand spatial orientation problems. The neuropsychological studies in this group showthat according to importance of two hemispheres in learning process, strategies whichcan cause activation of two hemispheres can have important role on improvement ofthese student’s problems.In dyscalculic students, various strategies can be applied forproblem solving.Occipital, temporal and parietal lobes are important in learningprocess. Therefore, instruments and strategies which can cause increasing of theirfunction are important. These lobes are responsible for visual and auditory perceptionand processing, problem solving and calculation skills. Artistic activities andinstruments such as music can reinforce these skills. Music has rhythm, melody andharmony. For this reason, music perception in brain can be effective on learningmechanism and it can cause reinforcement of perception and memory that have closerelations with learning.Therefore, math learning process will be improved.According tothese important reasons, it is recommended to special teachers, rehabilitation expertsand psychologists to apply music training in the educational programs of dyscalculicstudents.

Abstract View Paper Original: Persian
Early Interventions for Identification and Prevention of Mathematics Problems

Afsaneh Saffar Nahid Hadji Abadi, M.A Page 49

Learning mathematics is a challenging issue in special education. Some students especiallythose with particular deficiencies in arithmetic calculations have some disabilities toperform cardinal operations correctly. They frequently make calculations with errors,and/ or feel math anxiety and give up easily. Authors interested in this area suggest thatthis problem could be relate with some teacher’s insufficient and incorrect teaching,or students disability to acquire basic concepts such as one to one corresponding, sets,and like his. By learning these patterns, teachers can help their students and reduce thedifficulties in written comprehension to a minimum.

Abstract View Paper Original: Persian
Math Disability in Children: An Overview

Page 59

Recently, increased attention has focused on students who demonstrate challenges learning mathematics skills and concepts that are taught in school across the grade levels.Beginning as early as preschool, parents, educators, and researchers are noticing thatsome students seem perplexed learning simple math skills that many take for granted.For example, some young children have difficulty learning number names, counting,and recognizing how many items are in a group. Some of these children continue todemonstrate problems learning math as they proceed through school. In fact, we knowthat that 5% to 8% of school-age children are identified as having a math disability.

Abstract View Paper Original: Persian
Commentary on Early Identification and Intervention for Students with Mathematics Difficulties

Page 65

Compared to knowledge base in early reading difficulties, early difficulties in mathematicsand the identification of mathematics difficulties (MD) in later years have been lessresearched and understood. However an emergent body of empirical research issuggesting possible predictors of MD, and thus, there is a need to further validate thesepredictors and to identify effective intervention for young children who aredemonstrating MD. Gersten et al. (2005) present important findings from the scant bodyof research on MD concerning early identification and intervention. They havehighlighted the research pertaining to three key areas: (a) the nature of MD, (b)number sense and (c) instructional implications related to preliminary findings aboutthe predictors and measures of mathematical proficiency. Gersten et al, provide theirperspectives on the goals of early intensive intervention, including a focus on increasingfluency with basic arithmetic combination, developing basic number sense principles(e.g., quantity discrimination, counting knowledge), and other number sensecomponents (e.g., estimation, place value, reasonableness of answer). The purpose ofthis commentary is to reflect on the key highlights of Gresten et al., article byconnecting their information to other relevant sources and findings related to the natureof MD, early mathematics instruction, and differentiating instruction for strugglingstudents.

Abstract View Paper Original: Persian
Do Children with Down Syndrome Have Difficulty in Counting?

Hala Abdelahmeed Page 74

A systematic review of literature was conducted to explore counting ability in children withDown syndrome. First, counting process development was reviewed. Then, we discussedhow children with Down syndrome acquire counting according to related theories. Thisreview showed how children with Down syndrome have deficits in counting anddemonstrated the main reasons which may lie beneath this difficulty. Furthermore, itwas found that children with Down syndrome could benefit from some intervention.Accordingly, this review suggests some effective interventions for improving counting inthese children.

Abstract View Paper Original: Persian

به جمع مشترکان مگیران بپیوندید!

فهرست مطالب

نشریه تعلیم و تربیت استثنایی
سال یازدهم شماره 107 (فروردین 1390)

نشریه تعلیم و تربیت استثنایی

Journal of Exceptional Education

به جمع مشترکان مگیران بپیوندید!

فهرست مطالب

نشریه تعلیم و تربیت استثنایی سال یازدهم شماره 107 (فروردین 1390)

نشریه تعلیم و تربیت استثنایی

Journal of Exceptional Education

نشریه تعلیم و تربیت استثنایی
سال یازدهم شماره 107 (فروردین 1390)