Designing an educational program for teaching computer-based mathematical concepts to improve students' visual-spatial perception (eye and hand coordination) and comparing its effectiveness with traditional teaching methods

Document Type : Research Paper

Authors

1 Ph.D Student of Psychology, Allameh Tabataba’i University

2 Professor of Psychology, Allameh Tabataba’i University

3 Associate Professor of Psychology, Allameh Tabataba’i University

4 Excellent Professor of Psychology, Allameh Tabataba’i University

10.22098/jld.2020.857

Abstract

 
The goal of this research is to teach computerized mathematical concepts to improve visual-spatial perception in students. We also compare this method's effectiveness with classic methods on improving visual-spatial perception.The method of doing this research is semi-experimental using pretest and posttest with the control group. In this research, the population is the second and third grade students studying in public schools of Tehran in 2016-2017. The sample of this research includes 45 students who were selected by random sampling with random replacement methods. 15 students among these 45 were placed in a software training experimental group; 15 students were placed in classic training experimental group, and 15 students were placed in the control group. Kolmogorov-Smirnov test, Shapiro Wilk, independent t-test, and covariance were used to analyze the data. Frostig  test for visual-spatial perception was the tool for gathering data in this research. Covariance analysis results proved that visual-spatial adjusted averages of the electronic group with the difference control of 22.93 shows a number which is significant at .001 level. After summing these conclusions up, it can be stated that this hypothesis has been proved and training through educational program of teaching computerized mathematical concepts could be effective in improving students’ visual-spatial perception. It should also be noted that comparing Frostig adjusted averages between classic group and educational program group shows a difference of 11.130 which is significant at .001 level. In these differences, educational program group's average is always more than the classic group's average.

Keywords

References

امانی، ملاحت؛ برهمند، اوشا و نریمانی، محمد (۱۳۹۰). بررسی اثربخشی روش‌های نوروسایکولوژیک و تعلیم محتوا در اصلاح اختلال ریاضی. مجله ی ناتوانی های یادگیری، 1(2)، 21-6
برهمند، اوشا؛ نریمانی، محمد و امانی، ملاحت. (1385). شیوع اختلال حساب نارسایی در دانش‌آموزان دبستانی اردبیل. مجله پژوهش در حیطه کودکان استثنایی، 6(4)، 930-917
تبریزی،  مصطفی. (1390). درمان اختلال خواندن. تهران: فراروان.
جانه، مژده؛ ابراهیمی‌قوام، صغری و علیزاده، حمید. (۱۳۹۱). بررسی کارکردهای اجرایی استدلال، برنامه‌ریزی سازمان‌دهی و حافظه کاری در دانش‌آموزان با و بدون اختلال ریاضی در مقطع ابتدایی استان تهران. فصلنامه روانشناسی افراد استثنایی، 42(3)، 21-5.
دلاور، علی. (۱۳۸۸). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی، تهران: رشد.
عابدی، احمد و آقابابایی، سارا. (۱۳۸۹). اثربخشی آموزش حافظه فعال بر بهبود عملکرد تحصیلی کودکان با ناتوانی یادگیری ریاضی. مجله روان‌شناسی بالینی، ۴، ۸۱-۷۳.
فراستیگ، ماریان؛ ویتلسی، جان و ولتی، لف آور. (بی تا). آزمون پیشرفته ادراکی بینایی فراستیگ (تشخیص و درمان). ترجمه مصطفی تبریزی و معصومه موسوی (1388)، تهران: فرا روان.
نریمانی، محمد و سلیمانی، اسماعیل. (۱۳۹۲). اثربخشی توان‌بخشی شناختی بر کارکردهای اجرایی (حافظه کاری و توجه) و پیشرفت تحصیلی دانش آموزان دارای اختلال یادگیری ریاضی. مجله­ی ناتوانی‌هایی یادگیری، 3(4)، 115-91.    
Amani, M,. Berahmand, O. & Narimani, M. (2011). Considering effectiveness of neuro psychologic methods and teaching content to reform dyscalculia. Learning disability, 1(2). 21-6 (Persian).
Abedi, A., Aghababaei, S. (2009). The Effectiveness of Active Memory Training on Improving Academic Performance in Children with Mental Disability. Journal of Clinical Psychology, 4, 81-73.
Butterworth, B., Varma, S. & Laurillard, D. (2016). Dyscalculia: from brain to education.sience, 332(60), 1049-1053.
Casey, J. (2012). A model to guide the conceptualization, assessment and diagnosis of nonverbal learning disorder. Canadian Journal of School Psychology, 27 (1), 35–57.
Berahmand, O., Narimani, M. & Amani, M. (2006). Prevalence of dyscalculia in elementary students of Ardebil. A research in the range of exceptional children, 917-930, (Persian).
Delavar, A. (2009). Theoretical and scientific foundations of social and human sciences, Tehran, Roshd. (Persian).
Dahlin, k. I. E. (2013). Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs. Journal of Education and Learning, 2(1), 118-133.
Davis, C. R. (2012). The effect of a computerized, cognitive intervention on the working memory and mathematical skill performance of innercity Children. A Thesis Submitted to the Faculty of Miami University in partial Fulfillment of the requirements for the degree of Educational Specialist Department of Educational Psychology at the University of Miami Oxford.
Devine, A., Soltesz, F., Nobes, A., Goswami, U. & Szucs, D. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria.  Learning and Instruction, 49, 31-39.
Frostig, L., Vitlsi, M. & Volti, J. B. (2009). Frostig progressive for visual perception" diagnosis & treatment.Translated by Mustafa Tabrizi & Mousavi Masoumeh, Tehran, Fararavan publication. (Persian).
Geary, D.C. (2015). Role of cognitive theory in the study of learning disability in mathematics. University of Missouri Columbia. Journal of learning Disabilities, Vol 38. 14 (3), 305- 320.
Holmes J., Gathercole, S. E. & Dunning D. L. (2014). Adaptive training leads to sustained Enhancement of poor working memory in children. J Dev Sci, (4): 9-15.
Jaeggi, S. M., Buschkuehl, M., Jonides, J. & Perrig, W. J. (2013). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105 (19), 6829-6833.
Janeh, S., Ebrahimi, S. & Alizadeh, H. (2012). Considering executive functions, reasoning and planning –organizing and functional memory in elementary students with & without dyscalculia in Tehran. Psychological periodical of exceptional individuals, 42,5-21. (Persian).
Kavanagh, J. F. & Truss, T. J. (2016). Learning disabilities: Proceedings of the nationalconference. Parkton, MD: York. P, 546.
Loper, A. (2015). Metacognitive development implication for cognitive training. Exceptional Education Quarterly,16 (1), 1-8.
Milton, H. (2015). Effects of a computerized working memory training program on attention, working memory, and academics, In adolescents with severe ADHD/LD. Psychology journal, 1 (14), 120–122.
Narimani, M. & Soleimani, I. (2013).Effectiveness of cognitive rehabilitation on executive operation. "Functional memory & attention, and also educational improvement in students with dyscalculia. Learning disabilities magazine, 3(4),115-91. (Persian).
Mattison, R. E. & Mayes, S. D. (2012). Relationships between learning Disability, executive function, and psychopathology in children With ADHD. Journal of Attention Disorder, (2), 138-146.
McCloskey, M., Caranazza, A. & Basili, A. (2015). Cognitive mechanisms in number processing and calculation: Evidence from dyscalculia. Brain Cognition, 4(3), 171-196.
Susanne, M. J., Studer-Luethi, B., Buschkuehl M., Su Y. F., Jonides J. & Perrig W. J. (2015). Relationship between n-back performance and matrix reasoning implications for training and transfer. Intelligence, 38, 625–635.
Schmeichel, B. J. & Demaree, H. A. (2015). Working memory capacity and Spontaneous emotion regulation: High capacity facilitates self-enhancement in response to negative feedback. Emotion, 10, 739–744.
Shalv, S. R. Gross-Tsur,V. (2015). Developmental dyscalulia. Pediatric Nerology, 24(3), 337-342.
Swanson, H. L., Harris, K. R. & Graham, S. (2015). Overview of foundations, causes, instruction, and methodology in the filed of learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 3–15). New York: Guilford Press.
Tabrizi, M, (2010).Treatment of spelling disorder,9th edition, Tehran, Fararavan publication. (Persian).
Witt, M. (2011). School based working memory training: Preliminary finding of Improvement in children’s mathematical performance. Advance in Cognitive Psychology, 7(2), 7-15.
Journal of Learning Disabilities
Volume 9, Issue 2 - Serial Number 33
February 2020
Pages 81-94

Files

Share

How to cite

Statistics