دوره 9، شماره 4 - ( دوره نهم، شماره چهارم، زمستان 1400 )                   جلد 9 شماره 4 صفحات 170-152 | برگشت به فهرست نسخه ها

XML English Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

mehrganfard jirandeh Z, badri Gargari R, nemati S, vahedi S. The Effectiveness of Cognitive Rehabilitation on Mathematical Word Problem Solving in Students with Specific Learning Disability with Impairment in Mathematic. CPJ 2022; 9 (4) : 150
URL: http://jcp.khu.ac.ir/article-1-3403-fa.html
مهرگان فرد جیرنده ضرغام، بدری گرگری رحیم، نعمتی شهروز، واحدی شهرام. اثربخشی توانبخشی شناختی در حل مسایل کلامی ریاضی دانش آموزان دارای اختلال یادگیری ویژه با آسیب ریاضی. فصلنامه روانشناسی شناختی. 1400; 9 (4) :152-170

URL: http://jcp.khu.ac.ir/article-1-3403-fa.html


دانشگاه تبریز ، badri_rahim@yahoo.com
چکیده:   (3589 مشاهده)
هدف پژوهش حاضر مطالعه اثربخشی توان‌بخشی شناختی در حل مسائل کلامی ریاضی دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب ریاضی بود. طرح پژوهش حاضر از نوع نیمه آزمایشی پیش­آزمون و پس­آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل دانش­آموزان پسر دارای اختلال یادگیری ویژه در شهر رشت بودند که به روش نمونه‌­گیری در دسترس انتخاب شدند. در این راستا، مداخله توان‌بخشی شناختی در 8 جلسه برای گروه آزمایش اجرا شد و از الگوی پاسخ به مداخله،­ آزمون کی‌مت، آزمون هوش ریون و آزمون حل مسئله کلامی ریاضی برای جمع‌­آوری داده­‌ها در مراحل پیش و پس از آزمون استفاده شد. تحلیل کوواریانس تک متغیره نشان داد که توان‌بخشی شناختی میزان حل مسئله کلامی ریاضی را در بین دانش‌­آموزان دارای اختلال یادگیری ویژه افزایش داده است. برای دست­یابی به فعالیت­‌های شواهد- محور، طراحی و اجرای برنامه توان‌بخشی شناختی برای ارتقای حل مسئله کلامی دانش­‌آموزان دارای اختلال یادگیری ویژه با آسیب ریاضی و سایر دانش‌­آموزان دارای نارسایی­‌های تحولی پیشنهاد می­‌شود.
شماره‌ی مقاله: 150
متن کامل [PDF 1349 kb]   (631 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: روانشناسی کودکان استثنایی
دریافت: 1400/1/9 | پذیرش: 1400/11/10 | انتشار: 1400/11/17

فهرست منابع
1. Acosta-Tello, E. (2010). Making mathematics word problems reliable measures of student mathematics abilities. Journal of Mathematics Education, 3(1), 15-26.
2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub. [DOI:10.1176/appi.books.9780890425596]
3. Barlett, c. p., vowels, c. l., shanteau, j., crow, j., & miller, t. (2009). The effect of violent andnon violent computergames on cognitive performance: computers and humanbehavior, 25, 96.102. [DOI:10.1016/j.chb.2008.07.008]
4. Benedict, Nissa, "Effective Strategies for Students to Become More Successful Math Word Problem Solvers" (2017). School of Education Student Capstone Theses and Dissertations. 4309.
5. Durand, M., Hulme, C., Larkin R., & Snowling M. (2015). The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds [published correction appears in J Exp Child Psychol. 2006 Mar; 93(3):282-3]. J Exp Child Psychol. 2015; 91(2):113-136. [DOI:10.1016/j.jecp.2005.01.003]
6. Fletcher, J. M., & Miciak, J. (2017). Comprehensive cognitive assessments are not necessary for the identification and treatment of learning disabilities. Archives of Clinical Neuropsychology, 32(1), 2-7. [DOI:10.1093/arclin/acw103]
7. Geary, D. C. (2014). The classification and cognitive characteristics of mathematical disabilities in children. The Oxford handbook of mathematical cognition. Oxford, UK: Oxford Library of Psychology.doi:10/1093/oxfordhb/9780199642342.013.017. [DOI:10.1093/oxfordhb/9780199642342.013.017]
8. Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of educational psychology, 104(1), 206-223. [DOI:10.1037/a0025398]
9. Green, C. T. (2017). Cognitive Underpinnings of Math Learning and Early Play Based Intervention (Doctoral dissertation, UC Berkeley).
10. Gettinger, M., & Stoiber, K. C. (2012). Curriculum-based early literacy assessment and differentiated instruction with high-risk preschoolers. Reading Psychology, 33(1-2), 11-46 [DOI:10.1080/02702711.2012.630605]
11. Goldberg, P.D., & Bush, W.S. (2003). Using metacognitive skills to improve 3rd graders'math problem solving. Focus on
12. Learning Problems in Mathematics, 25(4), 36-54.
13. Golparvar, F., Mirnsab, M., & Fathi Azar, A. (2010), The effectiveness of self-monitoring training on the problem-solving performance of math students in fourth grade elementary school students with mathematical disabilities, Quarterly Journal of Applied Psychology, 3 (15), 54-41.
14. 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]
15. Glover, J. M., & Bruning, R. H. (1990). Educational psychology: Principles and Application. Boston: Little, Brown
16. Harris, J. (2010). Response to Intervention: Implications for use when Identifying Students with Special Needs.
17. Hegarty, M., Mayer, R.E., & Monk, C.A., (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of Educational Psychology, 87 (1), 18-32 [DOI:10.1037/0022-0663.87.1.18]
18. Kalyuga, S. (2012). Cognitive load and instructional design (Translated by Amirteimoury, M H Mosaramezani S, Velayati E.); Tehran: Avaye Noor
19. Kesler, S. R., Lacayo, N. J., & Jo, B. (2011). A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancerrelated brain injury. Department of [DOI:10.3109/02699052.2010.536194]
20. Psychiatry and Behavioral Sciences, Stanford University, 25(1), 101-12.
21. Kirk, S., Gallagher, J., & Coleman, M. (2015). Psychology and education of exceptional children based on DSM-5 (Translated by Hossein Malek Mohammadi and Mohammad Moshlani, (2016). Tehran, Arasbaran Publications.
22. Kilpatrick, Y., Swafford, Y., & Findell, B. (2001) adding it up: Helping children learn mathematics. National Research Council. Washington DC.
23. Kirk S., Gallagher G., & Coleman MR. (2015).Educating Exceptional Children (47th Ed). Cengage Learnin
24. Kully-Martens, K., Jacqueline P., Julie K., Claire D. C., Gail A., Carmen,R. (2018). Mathematics intervention for children with fetal alcohol spectrum disorder: A replication and extension of the math interactive learning experience (MILE) program, Research in Developmental Disabilities, 78: 65-55. [DOI:10.1016/j.ridd.2018.04.018]
25. Knox, K., Andrews, G., & Hood, M. (2010). Relational processing in children's arithmetic word problem solving. In W. Christensen, E. Schier, & J. Sutton (Eds.) ASCSO9: Proceedings of the9th Conference of the Australasian Society for Cognitive Science (pp. 197-203). Sydney: Macquarie Centre for Cognitive Science. [DOI:10.5096/ASCS200930]
26. Lee, S. L. (2012). A Descriptive Study of Response to Intervention (RTI) Implementation at the Elementary Level in West Virginia
27. Mayer, R.E., Larkin, J., & Kadane, J. (1984). A cognitive analysis of mathematical problem solving ability. In R. Sternberg (Ed.), Advances in the psychology of human intelligence, Vol 2Hillsdale, N.J.: Lawrence Erlbaum Associates.
28. Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D, C., & Menon, V. (2010). Differential contribution of specific working memory components to mathematical achievement in 2nd and 3rd graders. Learning and Individual Differences, 20(2), 101-109. [DOI:10.1016/j.lindif.2009.08.004]
29. Melby-Lervag, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of "far transfer:" Evidence from. [DOI:10.1177/1745691616635612]
30. Milton, H. (2010). Effects of a computerized working memory training program on attention, working memory, and academics, in adolescents with severe ADHD/LD, Journal of Psychology, 1(14), 120 ̊122.
31. Montague, M., Krawec, J., Enders, C., & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469-481. [DOI:10.1037/a0035176]
32. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics (Vol. 1). Natl Council of Teachers of Mathematics
33. O'Connel, R. G., Bellgrove, M. A., & Robertson, I. H. (2007). Avenues for theneuro-remediation of ADHD: Lessons from Clinical Neurosciences. In M.
34. Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385-413. doi:10.1016/j.cognition.2006.04.008. [DOI:10.1016/j.cognition.2006.04.008]
35. Sadock, B., Sadock V., Ruiz, P., Kaplan & Sadock, S. (2015). Synopsis of psychiatry: Behavioralsciences/clinical psychiatry. Eleventh ed.Philadelphia: Wolters Kluwer.
36. Schulte-Körne, G. (2014). Specific learning disabilities-from DSM-IV to DSM-5. Zeitschrift fur Kinder-und Jugendpsychiatrie und Psychotherapie, 42(5), and 369-72. [DOI:10.1024/1422-4917/a000312]
37. Sohlberg, M. M., & Mateer, C. A. (Eds.). (2001). Cognitive rehabilitation: An integrative neuropsychological approach. Guilford Press.
38. Soares, N., Evans, T., & Patel, D.R. (2018). Specific learning disability in mathematics: a comprehensive review. Translational pediatrics, 7(1), 48-62 [DOI:10.21037/tp.2017.08.03]
39. Swanson, H. L., & Jerman O. (2006). Math Disabilities: A Selective Meta-Analysis of the Literature.Review ofEducationalResearch, 76(2), 249-274. Doi:10.3102/00346543076002249 [DOI:10.3102/00346543076002249]
40. Sweller, J. (1988). Cognaitive load during problemsolving: Effects on learning. Cognitive Science, 12, 257-258. [DOI:10.1207/s15516709cog1202_4]
41. Swee. F. N., & Lee, K. (2009). The model method Singapore children's tool for representing and solving algebraic word problems. Journal for Research in Mathematics Education. 40, 282- 313. [DOI:10.5951/jresematheduc.40.3.0282]
42. Vicente, S., Orrantia, J., & Verschaffel, L. (2007). Influence of situational and conceptual rewording on word problem solving. British Journal of Educational Psychology, 77(4), 829-848. [DOI:10.1348/000709907X178200]
43. Wang, Y. (2020) Effective Interventions on Word-Problem-Solving for Students with
44. Mathematics Difficulties. Culminating Projects in Special Education. 91
45. Willcutt, E. G., Pennington, B. F., Duncan, L., Smith, S. D., Keenan, J. M., Wadsworth, S., & Olson, R. K. (2010). Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches. Journal of developmental and behavioral pediatrics: JDBP, 31(7), 533-544. doi:10.1097/DBP.0b013e3181ef42a1. [DOI:10.1097/DBP.0b013e3181ef42a1]
46. Weiser, B., & Mathes, P. (2011). Using encoding instruction to improve the reading and spelling performances of elementary students at risk forliteracy difficulties: A Bes. [DOI:10.3102/0034654310396719]

ارسال نظر درباره این مقاله : نام کاربری یا پست الکترونیک شما:
CAPTCHA

ارسال پیام به نویسنده مسئول


بازنشر اطلاعات
Creative Commons License این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.

کلیه حقوق این وب سایت متعلق به فصلنامه روانشناسی شناختی می باشد.

طراحی و برنامه نویسی : یکتاوب افزار شرق

© 2024 CC BY-NC 4.0 | فصلنامه روانشناسی شناختی

Designed & Developed by : Yektaweb