The effect of family-based math curriculum on active memory performance, basic mathematical concepts, and number understanding of children at risk of math learning disability

Document Type : Research Paper

Authors

1 M.A in Educational Psychology, University of Tehran

2 Corresponding Author: Associate Professor of Psychology and Exceptional Children Education, University of Tehran

3 . Associate Professor of Educational Psychology, University of Tehran

4 M.A in Psychology and Exceptional Children Education, University of Tehran

Abstract

The aim of this research was to investigate the effect of family-based math curriculum on active memory performance, basic concepts of mathematics, and number understanding of children who are at risk of math learning disability. The Method of the study is quasi-experimental and the population included 5 and 6-year-old preschool children living in Tehran. Twenty pre-school children who have possible criteria for math learning disability were selected based on available sampling. The participants were divided into experimental and control groups. All children at pre and post-treatment stages were evaluated using researcher-made math tests as well as active memory subtest adopted from Stanford-Binet Intelligence Test for Tehran -5. Children received 8 sessions (45 min each) of family-based math teaching. The results revealed that there was a significant difference (p<0.05) between experimental and control groups in terms of understanding and applying basic mathematical concepts and numbers. However, there was not a significant difference (p>0.05) between the groups regarding active memory. In conclusion, family-based math curriculum, in this study, improved basic concepts of mathematics and number understanding of children who are at risk of math learning disability.  

Keywords

References

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