The Effectiveness of a Game-Based Intervention Package Grounded in Piaget’s Theory of Cognitive Development on Mathematical Concept Learning and Spatial Visualization in Students with Mathematics Learning Disorder

Document Type : Research Paper

Authors

1 PhD student in Educational Psychology, Department of Psychology, Faculty of Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Professor of Education of Children with Special Needs, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Tehran, Tehran, Iran

3 Assistant Professor, Department of Psychology, Faculty of Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran.

4 Associate Professor, Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran

Abstract

Objective: The present study was conducted to determine the effectiveness of a game package based on Piaget’s theory of cognitive development on the learning of mathematical concepts and spatial visualization in students with mathematics learning disorders.
Methods:This study employed a quasi-experimental design with a pretest-posttest format, including a control group and a three-month follow-up. The population consisted of all students with mathematics learning disorders in Tehran during the 2024–2025 academic year. From this population, 30 third-grade male students diagnosed with mathematics learning disorders were selected through convenience sampling from Imam Hossein Boys’ School, all meeting inclusion criteria. They were randomly assigned to experimental and control groups, each with 15 participants. Instruments included the Cube Design subtest of the Wechsler Intelligence Scale for Children—Fifth Edition (2014) and a researcher-developed mathematics concepts test (2024). The game package based on Piaget’s cognitive development theory was implemented in 10 sessions of 60 minutes for the experimental group. Data were analyzed using repeated measures analysis of variance with SPSS version 27.
Results: The game package based on Piaget’s theory of cognitive development significantly improved mathematical concepts (P < 0.05) and spatial visualization (P < 0.05) in the experimental group, and this effectiveness persisted at the follow-up stage.
Conclusion: Game-based interventions grounded in Piaget’s cognitive development theory effectively improve mathematical concepts and spatial visualization in students with mathematics learning disorders. It is recommended that practitioners use this game package to enhance learning of mathematical concepts and spatial visualization in this population.

Keywords

Main Subjects

References

احمدی، غ.، عبدالملکی، ش.  (1393). بررسی تأثیر آموزش مبتنی بر دیدگاه پیاژه بر میزان دانش، مهارت و نگرش دانش‌آموزان دختر پایه‌ی پنجم ابتدایی شهر سنندج در درس علوم تجربی، علوم تربیتی. 20(2)، 99-116. https://education.scu.ac.ir/article_10746.html
اکبری احمدسرایی، ح.، مقامی، ح.،  مهدوی، ی. (1397). تاثیر چند رسانه‌ای آموزشی بر درک مفهوم و حل مسئله ریاضی دانش‌آموزان. فناوری های آموزشی در یادگیری، 4(14)، 51-23. [DOI:10.22054/jti.2020.49991.1300]
تقی­ زاده هیر، س.، آقاجانی، س.، و خوش­ سرور، س. (1401). اثربخشی بازی­ درمانی شناختی رفتاری بر بهبود توجه و برنامه ­ریزی دانش­ آموزان با اختلال نارسایی توجه/ بیش ­فعالی. روانشناسی مدرسه و آموزشگاه، 11(4)، 16-29. https://jsp.uma.ac.ir/article_2036.html?lang=en
جعفری، ا.، احتشامی، م.(1398). اثربخشی بازی های شناختی- رفتاری در بهبود ادراک روابط فضایی و عملکرد ریاضی در دانش‌آموزان با ناتوانی یادگیری ریاضی. نشریه روانشناسی شناختی، 3(7)، 74-89 . https://jcp.khu.ac.ir/article-1-3179-fa.pdf
حیدری، ح.، زارع، ا.، محمدی، م. (1397). اثربخشی بازی درمانی بر ارتقاء یادگیری مفاهیم ریاضی و توانایی حل مسئله دانش‌آموزان با ناتوانی یادگیری ریاضی. ناتوانی­ های یادگیری، 7(3(پیاپی 26))، 57-76. https://journal.uma.ac.ir/article_627_c3fff5ae40aec76721b82858c68ea347.pdf
ذوقی، ل.، گودرزی، ا.، و رجبی نژاد، م. (1400). تاثیر بازی‌های آموزشی-ورزشی و حرکات ریتمیک بر مهارت‌های ریاضی دانش‌آموزان دارای اختلال یادگیری ریاضی .فصلنامه روان شناسی تربیتی،  17(59)، 404-375[DOI:10.22054/jep.2021.38354.2529].
رحمانی، م. (1376). اهداف آموزش ریاضی چیست؟ رشد آموزش ریاضی. http://math.iranlibs.ir/dL/search/default.aspx?Term=3364&Field=0&DTC=10
عباس‌پور، آ.، فرامرزی، س. (1401). تاثیر مداخلات آموزشی مبتنی بر رویکرد شناختی پیاژه بر عملکرد ریاضی دانش‌آموزان با اختلال یادگیری خاص. تازه های علوم شناختی، 24(1)، 12-27. [DOI: 10.30514/icss.24.1.12]
عسکری، ف.، آتش افروز، ع.،  حاجی یخچالی، ع. (1402). اثربخشی بازی پازل (دستی و الکترونیکی) بر حافظه فعال دیداری، تجسم فضایی و چرخش ذهنی در دانش‌آموزان مقطع ابتدایی، فصلنامه مطالعات آموزشی و آموزشگاهی، 12(5)، 87-10. DOI:10.48310/pma.2023.3038]]
قائدی، ا.،  همتی علمدارلو، ق. (1394). اثربخشی آموزش حافظه کاری رایانه یار بر عملکرد ریاضی دانش‌آموزان با ناتوانی ریاضی. مطالعات روان شناختی، 11(4)، 119-136. https://www.sid.ir/paper/67815/fa
کارگرشورکی، ق.، ملک پور، م.، احمدی، غ. (1389). بررسی اثربخشی آموزش مهارت های حرکتی ظریف بر یادگیری مفاهیم ریاضی در کودکان دارای اختلالات یادگیری ریاضی پایه سوم تا پنجم شهرستان میبد. رهبری و مدیریت آموزشی، 4(3)، 105-126. https://sanad.iau.ir/fa/Journal/edu/DownloadFile/857436
کرمی، ا.، کرمی، ر.، علیپور، ع . (1399). "بررسی ویژگی‌های روان‌سنجی مقیاس هوشی وکسلر کودکان ویرایش- پنجم". فصلنامه اندازه گیری تربیتی, 11(41), 97-125 [DOI: 10.22054/jem.2021.51727.2036].
مرادی، ر.، ملکی، ح. (1394). تاثیر بازی های آموزشی رایانه ای بر انگیزش تحصیلی مفاهیم ریاضی دانش‌آموزان پسر با ناتوانی یادگیری ریاضی. روانشناسی افراد استثنایی، 5(18 )، 27-44. [DOI:10.22054/jpe.2015.1543]
میکاییلی، اشرف. (1398). بررسی مراحل رشد انسان از نظر قرآن و روانشناسی پیاژه. مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد. 62(ویژه روانشناسی)، 92-913. [DOI:10.22038/mjms.2020.19150]
یار محمدی اصل، م.، رشید، خ.،  بهرامی،.ف . (1393). آموزش از طریق بازی بر بهبود نگرش ریاضی دانش‌آموزان دختر مقطع ابتدایی. روان شناسی مدرسه و آموزشگاه. 3(3)، 122-135. https://journal.uma.ac.ir/article_235_db5253ad2af4500641af0b2eb9d94e8d.pdf
References
Andersen, L. (2014). Visual – Spatial Ability : Important in STEM, Ignored in Gifted Education. Roeper Review, 36(2), 114–121. https://www.tandfonline.com/doi/abs/10.1080/02783193.2014.884198
Askari, F., Atashafrouz, A., & Hajiyekhchali, A. (2023). The effectiveness of puzzle games (manual and electronic) on visual working memory, spatial visualization, and mental rotation in elementary school students. Quarterly Journal of Educational and School Studies, 12(5), 87–106. (Persian).  [DOI:10.48310/pma.2023.3038]
Baccaglini-Frank, A., & Di Martino, P. (2020). Mathematical learning difficulties and dyscalculia. Encyclopedia of mathematics education, 543-548.‏https://link.springer.com/content/pdf/10.1007/978-3-030-15789-0_100018.pdf
Bhushan, S., Arunkumar, S., Eisa, T. A. E., Nasser, M., Singh, A. K., & Kumar, P. (2024). AI-Enhanced Dyscalculia Screening: A Survey of Methods and Applications for Children. Diagnostics, 14(13), 1441. [DOI:10.3390/diagnostics14131441]
Burke, H K., Burke,L., Hacker,C,. Lane,S.(2024). Nature-Based Pediatric Occupational Therapy: A Scoping Review, Physical & Occupational Therapy in Pediatrics, 44(1). [DOI:10.1080/01942638.2023.2204924]
Eteng-Uket, S. (2023). The Development, Validation, and Standardization of a New Tool: The Dyscalculia Test. Numeracy, 16(2), 1.https://eric.ed.gov/?id=EJ1450830
Fu, W., & Ji, C. (2023). Application and Effect of Virtual Reality Technology in Motor Skill Intervention for Individuals with Developmental Disabilities: A Systematic Review. International Journal of Environmental Research and Public Health, 20(5), 4619. [DOI:10.3390/ijerph20054619]
Ghaedi, A., & Hemmati Alamdarloo, G. (2015). The effectiveness of computer-assisted working memory training on the mathematical performance of students with mathematics disabilities. Psychological Studies, 11(4), 119–136. (Persian). https://www.sid.ir/paper/67815/fa
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. [DOI:10.1037/amp0000452]
Heydari, H., Zare, A., & Mohammadi, M. (2018). The effectiveness of play therapy on enhancing the learning of mathematical concepts and problem-solving ability of students with mathematical learning disabilities. Learning Disabilities, 7(3), 57–76. (Persian). https://journal.uma.ac.ir/article_627_c3fff5ae40aec76721b82858c68ea347.pdf
Horbach, J., Mayer, A., Scharke, W., Heim, S., & Günther, T. (2020). Development of behavior problems in children with and without specific learning disorders in reading and spelling from kindergarten to fifth grade. Scientific studies of reading, 24(1), 57-71 [DOI:10.1080/10888438.2019.1641504]
Jafari, A., & Ehteshami, M. (2019). The effectiveness of cognitive-behavioral games in improving spatial relations perception and mathematical performance in students with mathematical learning disabilities. Cognitive Psychology Journal, 3(7), 74–89. (Persian). https://journal.uma.ac.ir/article_627_c3fff5ae40aec76721b82858c68ea347.pdf
Karami, A., Karami, R., & Alipour, A. (2020). Psychometric properties of the Wechsler Intelligence Scale for Children–Fifth Edition. Educational Measurement Quarterly, 11(41), 97–125. (Persian). [DOI: 10.22054/jem.2021.51727.2036].
Kargarshourki, G., Malekpour, M., & Ahmadi, G. (2010). The effectiveness of fine motor skills training on learning mathematical concepts in children with mathematical learning disabilities in grades three to five in Meybod. Educational Leadership and Management, 4(3), 105–126. (Persian). https://sanad.iau.ir/fa/Journal/edu/DownloadFile/857436
Kurtz, L. A. (2006). Visual perception problems in children with AD/HD, autism, and other learning disabilities: A guide for parents and professionals. Jessica Kingsley Publishers
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4). https://parsmodir.com/wp-content/uploads/2015/03/lawshe.pdf
Meany-Walen, K. K., & Teeling, S. (2016). Adlerian play therapy with students with externalizing behaviors and poor social skills. International Journal of Play Therapy, 25(2), 64). [DOI: 10.1037/pla0000022]‏
Mikaeili, A. (2019). The stages of human development from the perspective of the Quran and Piaget’s psychology. Mashhad University of Medical Sciences Journal of Medicine, 62(Special Issue on Psychology), 913–923. (Persian). [DOI.org/10.22038/mjms.2020.19150]
Moradi, R., & Maleki, H. (2015). The effect of computer educational games on the academic motivation of mathematical concepts in male students with mathematical learning disabilities. Exceptional Individuals Psychology, 5(18), 27–44. (Persian). [DOI:10.22054/jpe.2015.1543]
Piaget, J. (1968). Quantification, conservation, and nativism. Science. 162(8), 976-979. https://www.science.org/doi/abs/10.1126/science.162.3857.976
Rahmani, M. (1997). What are the goals of mathematics education? Roshd Mathematics Education. (Persian). http://math.iranlibs.ir/dL/search/default.aspx?Term=3364&Field=0&DTC=10
Reigosa-Crespo, V. (2019). Beyond the “third method” for the assessment of developmental dyscalculia: implications for research and practice. International Handbook of Mathematical Learning Difficulties: from the laboratory to the classroom, 789-798 https://link.springer.com/chapter/10.1007/978-3-319-97148-3_45
Schmidt, W. H., Guo, S., & Sullivan, W. F. (2024). Inequality in USA mathematics education: The roles race and socio-economic status play. ZDM–Mathematics Education, 1-13. [DOI:10.1007/s11858-024-01593-9]
Schwartz, F., Epinat-Duclos, J., Léone, J., Poisson, A., & Prado, J. (2018). Impaired neural processing of transitive relations in children with math learning difficulty. NeuroImage: Clinical, 20, 1255-1265.[ DOI:10.1016/j.nicl.2018.10.020]
Sumartini, T. S., & Priatna, N. (2018). Identify student mathematical understanding ability through direct learning model. In Journal of Physics: Conference Series, 1132(1), 012043. IOP Publishing
Taghizadeh Hir, S., Aghajani, S. & Khoshsorour, S. (2023). The effectiveness of cognitive-behavioral play therapy (CBPT) on improving attention and planning in children with attention deficit/hyperactivity disorder (Persian). Journal of School Psychology and Institutions, 11(4):16-29. https://jsp.uma.ac.ir/article_2036.html?lang=en
Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care, 186(5), 716-733. [DOI:10.1080/03004430.2015.1054818]
Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: a meta-analysis of training studies. Psychological bulletin, 139(2), 352. https://psycnet.apa.org/journals/bul/139/2/352/
Vintere, A. (2018). A constructivist approach to the teaching of mathematics to boost competences needed for sustainable development. Rural Sustainability Research, 39(334), 1-7 .https://sciendo.com/pdf/10.2478/plua-2018-0001
Wechsler, D. (2014). Technical manual for the Wechsler intelligence scale for children (5th ed.). San Antonio: Pearson [DOI:10.1037/pas0000358]
Woolfolk, A. (2019). Educational psychology (14th ed.). Boston: Pearson.https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780429433726&type=googlepdf
Yarmohammadi Vassel, M., Rashid, K.H., & Bahrami, F. (2014). The effect of learning through play on improving the mathematics attitudes of female elementary school students. School and Educational Psychology, 3(3), 122–135. (Persian). https://journal.uma.ac.ir/article_235_db5253ad2af4500641af0b2eb9d94e8d.pdf
Yeh, C. Y. C., Cheng, H. N. H., Chen, Z.-H., Liao, C. C. Y., & Chan, T.-W. (2019). Enhancing achievement and interest in mathematics learning through MathIsland. Research and Practice in Technology Enhanced Learning, 14(1), 1-19.https://link.springer.com/article/10.1186/s41039-019-0100-9
Zoghi, L., Goodarzi, A., & Rajabinezhad, M. (2021). The effect of educational-sports games and rhythmic movements on the mathematical skills of students with mathematical learning disabilities. Educational Psychology Quarterly, 17(59), 375–404. (Persian). [DOI:10.22054/jep.2021.38354.2529]
Journal of Learning Disabilities
Volume 14, Issue 4
September 2025
Pages 1-12

Files

Share

How to cite

Statistics