THE EFFECT OF MATHEMATIC PROBLEM – SOLVING TRAINING WITH PLAYING – BASED METHOD ON ATTENTION, PROBLEM – SOLVING AND SELF – EFFICACY IN STUDENT WITH MATHEMATIC LEARNING DISABILITY

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BIGDELI I.; MOHAMMADIFAR M.A.; REZAEI A.M.; ABDOLHOSEINZADEH A.

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Journal: Research in School and Virtual Learnin Year:2016 | Volume:4 | Issue:2 (14) Page(s): 45-56

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Title

THE EFFECT OF MATHEMATIC PROBLEM – SOLVING TRAINING WITH PLAYING – BASED METHOD ON ATTENTION, PROBLEM – SOLVING AND SELF – EFFICACY IN STUDENT WITH MATHEMATIC LEARNING DISABILITY

Author(s)

BIGDELI I. | MOHAMMADIFAR M.A. | REZAEI A.M. | ABDOLHOSEINZADEH A. | Issue Writer Certificate

Keywords

MATHEMATIC LEARNING DISORDERQ1

PROBLEM –SOLVINGQ1

ATTENTIONQ1

SELF –EFFICACYQ1

PLAYING –BASED TRAININGQ1

Abstract

Problems of learning Mathematics are important becauseall children need to do mathematical calculationsin their early years of school. The present study intendsto examine the effect of mathematic problem – solvingtraining with playing – based method on ATTENTION, problem – solving and self – efficacy in students withmathematic learning disability. In this quasi – experimentalstudy, a pretest – posttest design with a controlgroup was used. The population included all male andfemale students with mathematic Learning disabilitywho studied in primary schools of Torbat-e-Heydariehcity in the academic year 2015-2016. The sample included36 male and female students with mathematicLearning disability that were selected through one – stage cluster sampling and assigned randomly in toexperimental group and control group. The researchinstruments used in this study included conners questionnaire, sherer General self – efficacy scale, teacher– made mathematic test, wechsler Intelligence scale forchildren and key math Diagnostic Test. Pretest andposttest were administered on both groups. The experimentalgroup received 8 One – hour sessions mathematicproblem – solving training with playing – basedmethod, while the control group received no intervention. Multivariate and univariate analysis of covarianceutilized to analyze. The results showed that mathematicproblem – solving training with playing – basedmethod is effective in Learning of problem – solving(p<0/0001) and ATTENTION (p<0/01) in students withmathematic Learning disability but It has not Effect onself – efficacy. Thus it can be used as a suitable interventionmethod.

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APA: Copy

BIGDELI, I., MOHAMMADIFAR, M.A., REZAEI, A.M., & ABDOLHOSEINZADEH, A.. (2016). THE EFFECT OF MATHEMATIC PROBLEM – SOLVING TRAINING WITH PLAYING – BASED METHOD ON ATTENTION, PROBLEM – SOLVING AND SELF – EFFICACY IN STUDENT WITH MATHEMATIC LEARNING DISABILITY. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, 4(2 (14) ), 45-56. SID. https://sid.ir/paper/262989/en

Vancouver: Copy

BIGDELI I., MOHAMMADIFAR M.A., REZAEI A.M., ABDOLHOSEINZADEH A.. THE EFFECT OF MATHEMATIC PROBLEM – SOLVING TRAINING WITH PLAYING – BASED METHOD ON ATTENTION, PROBLEM – SOLVING AND SELF – EFFICACY IN STUDENT WITH MATHEMATIC LEARNING DISABILITY. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING[Internet]. 2016;4(2 (14) ):45-56. Available from: https://sid.ir/paper/262989/en

IEEE: Copy

I. BIGDELI, M.A. MOHAMMADIFAR, A.M. REZAEI, and A. ABDOLHOSEINZADEH, “THE EFFECT OF MATHEMATIC PROBLEM – SOLVING TRAINING WITH PLAYING – BASED METHOD ON ATTENTION, PROBLEM – SOLVING AND SELF – EFFICACY IN STUDENT WITH MATHEMATIC LEARNING DISABILITY,” JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, vol. 4, no. 2 (14) , pp. 45–56, 2016, [Online]. Available: https://sid.ir/paper/262989/en

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