|Educational Research (ISSN:2141-5161) Vol. 2(10), pp. 1611-1618 October 2011
Copyright © 2011 International Research Journals
Full Length Research Paper
Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalculia students
Parvaneh Amiripour1*, Mohammad H. Bijan-zadeh2, Poorya Pezeshki1 and Maryam Najafi1
1Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2Department of Mathematics, Payamenoor University, Tehran, Iran.
*Corresponding author E-mail: Parvaneh.Amiripour@yahoo.com
Received 12 October, 2011; Accepted 18 October, 2011
With development in technologies, researchers in special education fields have tried to use technology in the curriculum of dyscalculia students in order to promote their skills in learning efficiently. Present research aims to identify the effect of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalculia students. Research method is quasi-experimental. 37 students (boys and girls), in age range of 7 to 11 of first to fifth grades, are selected among dyscalculia students of special difficulties learning centers in Tehran. Research instruments were WISC test, motivation measure questionnaire, math exam and "Math Explorer" software. Results show that assistive technology instruction is effective on increasing motivation and capacity of mathematical problem solving (basic addition and subtraction) in dyscalculia students, using Independent samples T-test, Mann-Whitney and One sample sign test. Therefore, assistive technology instruction (computer program instruction; "Math Explorer") is proper for dyscalculia students.
Key words: Learning disabilities, motivation, dyscalculia, assistive technology, "Math Explorer" software, basic addition and subtraction.
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