University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 2 2012 12 21 The effectiveness of three methods direct education, computer assisted teaching and a combination of the two in reducing problems of students with mathematics disorder The effectiveness of three methods direct education, computer assisted teaching and a combination of the two in reducing problems of students with mathematics disorder 76 100 121 jld-2-2-91-11-5 FA A Motamedi Assistant Professor of Psychology, University of Alameh Z Bargi Irani Ph.D.student of psychology, University of PNU B Karimi Assistant Professor of Psychology, University of PNU Journal Article 2012 08 25 The objective of the present research was to compare the effectiveness of three<br />methods direct education, computer assisted teaching and a combination of the<br />two in reducing problems of students with mathematics disorder.The statistical<br />population of this quasi-expermetal research consisted of all students in the third<br />and fourth grades of primary schools in Tehran identited as having mathematics<br />learning disorder and referred to learning disorders rehabilitation centers.<br />Twenty students were identited as having mathematics disorder through a<br />clinical interview. The Wechsler Intelligence test and a standardized test for the<br />diagnosis of mathematics disorder, were selected voluntarily then these students<br />were randomly placed in four groups of five. Three groups received special<br />training for 12 sessions of 45 minutes per week and the control group received<br />the general training provided routinely at the learning disorder treatment center.<br />From every group pre test and post test was assessments made. Data were<br />analyzed through analysis of variance. Results showed that direct education,<br />computer assisted teaching and a combination of the two were effective in<br />reducing the problems of students with mathematics disorder (p<0.5). It is<br />concluded that direct training, computer assisted teaching and a combined<br />method are more effective than common conventional methods in reducing the<br />problems of student and the mathematics disorders. The objective of the present research was to compare the effectiveness of three<br />methods direct education, computer assisted teaching and a combination of the<br />two in reducing problems of students with mathematics disorder.The statistical<br />population of this quasi-expermetal research consisted of all students in the third<br />and fourth grades of primary schools in Tehran identited as having mathematics<br />learning disorder and referred to learning disorders rehabilitation centers.<br />Twenty students were identited as having mathematics disorder through a<br />clinical interview. The Wechsler Intelligence test and a standardized test for the<br />diagnosis of mathematics disorder, were selected voluntarily then these students<br />were randomly placed in four groups of five. Three groups received special<br />training for 12 sessions of 45 minutes per week and the control group received<br />the general training provided routinely at the learning disorder treatment center.<br />From every group pre test and post test was assessments made. Data were<br />analyzed through analysis of variance. Results showed that direct education,<br />computer assisted teaching and a combination of the two were effective in<br />reducing the problems of students with mathematics disorder (p<0.5). It is<br />concluded that direct training, computer assisted teaching and a combined<br />method are more effective than common conventional methods in reducing the<br />problems of student and the mathematics disorders. https://jld.uma.ac.ir/article_121_e8ab93e2505b9304ea8cfe3969920568.pdf