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
10.22098/jld.2025.17187.2249
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
)